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EXAMINATION QUESTIONS 

IN METHODS OF TEACHING AND 

SCHOOL MANAGEMENT 



EXAMINATION QUESTIONS 

IN METHODS OF TEACHING AND 

SCHOOL MANAGEMENT 

FOR 

LICENSES TO TEACH IN NEW YORK CITY 



Third Edition 
1891 to July 1, 1914 



PRICE, ONE DOLLAR NET, POSTPAID 



r! 3. McEVOY, PUBLISHER 

6 THIRD AVENUE, 
BROOKLYN, NEW YORK 






COPYRIGHT 1914 
By THOMAS J. McEVOY 



< < r 
t , I 



Lex Press 

165 William Street 

New York 

NOV 10 1914 

CI,A388355 . 

94 J, 



CONTENTS 

PART L METHODS OF TEACHING. 

Chapter Page 
I. License No. 1 for Elementary Schools 1 

n. Kindergarten Examinations 65 

HI. Assistant to Principal and Head of Department 69 

IV. Principal in Elementary Schools 79 

V. License to Teach Ungraded Classes 106 

PART II. SCHOOL MANAGEMENT. 

VI. Assistant to Principal and Head of Department 113 

VII. Principal in Elementary Schools. 122 

VIII. Truant School, Evening School, Training School 139 



EXAMINATION QUESTIONS IN 
METHODS OF TEACHING 



CHAPTER I 

LICENSE NO. 1 FOR ELEMENTARY SCHOOLS 

Examination in June, 1914^ 

Note. — Questions 1 to 8 inclusive were designated 
Methods I ; questions 9 to 16 inclusive, designated 
Methods H, included English. 

1. 1. Describe the aim and scope of the first lessons in 
number in the lA grade. (6) 

2. Describe appropriate objective work to accom- 
pany one of the lessons. (4) 

3. Explain the statement that the first concept of 
number is ordinal. (4) 

2. 1. State the principle on which the reduction of 
fractions to lower terms is based. (2) 

2. Make a diagram to illustrate this principle. (6) 

3. Give an application of the principle in the division 
of integers, and in ratio or proportion. (6) 

3. Criticize with reasons each of the following prob- 
lems and replace it w^ith a good problem which gives the 
same drill. (12) 



EXAMINATION Q UESTION S IN METHODS 

1. A tailor sold % of a piece of cloth containing 
Vq yards for $2%. At this rate, what was the value 

of the whole piece? 

2. If a circular tract of land }i miles across pro- 
duced in one year 200,000 tons of coal, how many 
tons would a circular tract % of a mile across produce ? 

4. Describe how to teach in map study direction and 
distance. (10) 

5. Make a list of the means by which pupils may be 
led to realize the climatic conditions of the desert of 
Arizona or of Sahara. (8) 

6. Give a list of five kinds of interesting associations 
that may be made in the teaching of the geography of 
Switzerland or of Alaska. Illustrate each kind. (10) 

7. Describe briefly the proper position of the body, 
arm and hand in a free-arm movement penmanship ex- 
ercise. Write a progressive series of four types of exer- 
cises for beginners in such penmanship. (8) 

8. Describe a lesson on some common insect, stating 
particularly what observations the pupils should make, 
what facts the pupils should be expected to remember, 
and what use they should make of their knowledge. 
Specify the grade for which this lesson is appropriate. 
(14) 

9. Make a list of the errors in the following sentences, 
and rewrite the sentences as they should be: 

1. I have told you yesterday already that I could 
. finish my work if I hadn't hare laidcxlown for a rest 
and went sound asleep. (4) 



LICENSE No. 1 



2. Perhaps one of the truest but least honored in 
his life of poets has been Robert Burns, and the people 
of his own day neglected him. (4) 

10. 1. Indicate/ the correct pronunciation of positive- 
ly, champion, athletic, mingle. (2) 

2. Describe two ways of leading a pupil to overcome 
the habit of pronouncing that as dat. (2) 

3. Give a word containing another sound of th than 
the one in that, and explain the difference between the 
two sounds. (2) 

4. Give, with illustrative words, two other pairs of 
consonant sounds similarly related. (2) 

11. Write in correct form a letter in which you in- 
form a parent that his child often comes to school in a 
state of apparent fatigue or sleepiness, and in which you 
ask that the parent endeavor to remedy the condition. 
Word the letter with care. (6) 

12. "The imputation of inconsistency is one to which 
every sound politician and every honest thinker must 
sooner or later subject himself. The foolish and the dead 
alone never change their opinion. The course of a great 
statesman resembles that of navigable rivers, avoiding 
immovable obstacles with noble bends of concession, 
seeking the broad levels of opinion on which men soon- 
est settle and longest dwell, following and marking the 
almost imperceptible slopes of national tendency, yet al- 
ways aiming at direct advances and sometimes bursting 
open paths of progress and fruitful human commerce 
through what seems the eternal barriers of both. It is 
loyalty to great ends that we demand in public men, and 



4 EXAMINATION QUESTIONS IN METH ODS 

not sameness of policy, or a conscientious persistency in 
what is impracticable." 

— Lowell. 

1. Explain the meanings of the italicized words as 
they occur in this passage. (6) 

2. Give the syntax of "marking'' (line 8), "barriers" 
(line 12), "both" (line 12), "that" (line 13). (4) 

3. Give the topic of the quoted paragraph, and state 
in one sentence the substance of the passage, including 
the simile. (4) 

13. Show the relation of phonic work to the teaching 
of reading in the first year, or outline a good plan for a 
first lesson on adjective or adverbial clauses. Exemplify 
two types of drill exercises. (6) 

14. 1. State three principles or aims to be kept in 
mind in preparing to tell a historical narrative to chil- 
dren. (3) 

2. Tell, as to a class of 3A children, a story appro- 
priate to Columbus Day, or Flag Day. (3) 

15. Show how to develop in grade 6A the topic. The 
Causes of the War of 1812. (6) 

16. Describe three ways of making use of maps or 
map- work in teaching history. (6) 

/ 

LICENSE No. 1, JANUARY, 1914. 

17. 1. How should the multiplication table of sevens 
be taught? 

2. Describe appropriate drill on one difficult com- 
bination in the table. (10) 



/ 



LICENSE No. 1 



18. Describe with typical examples, how to organize 
the teaching of the multiplication of decimals. (10) 

19. 1. Make a plan of work for teaching how *'to 
find a number when a fractional part is given.'' (10) 

2. Prepare a series of five problems, arranged so as 
to introduce one by one new kinds of difficulty, for 
testing pupils' power to find a number when a frac- 
tional part is given. (10) 

20. In teaching in 6A the History of Burgoyne's Cam- 
paign in the Revolution, 

1. What topics should be covered? 

2. How may history of the campaign be made vivid 
and real? (4) 

21. 1. Assuming that a teacher has told to a 5A class 
the story of Cortez or of Champlain, state what should 
be required of the children. (6) 

2. Tell as to a class of 5A children the story of Cortez 
or of Champlain. (8) 

22. Mention three means of rousing in children a 
desire to make a geographical study of China or Brazil. 

(•6) 

23. Illustrate by reference to the geography of Hol- 
land three valuable methods of fixing facts in the chil- 
dren's mind. (9) 

24. 1. Describe three types of seed coverings. Name 
seeds. (6) 

2. Tell just what pupils of 3B Class should do in a 
study of seed coverings. (6) 



6 EXAMINATION QUESTIONS IN METHODS 

LICENSE No. 1, JUNE, 1913. 

25. Describe two games or other recreative exercises 
appropriate to the first or second year of school and in- 
volve counting or other number work. (8) 

26. Explain the principle "only like numbers can be 
subtracted'' and show how this principle applies in the 
subtraction of integers, of common fractions, of decimals 
and of denominate numbers. (15) 

27. 1. Compose a problem in bank discount involv- 
ing the discounting of a non-interest bearing note. (4) 

2. Write the note. (4) 

3. Give the steps of the solution. (2) 

28. 1. Give two examples involving ideas of ratio or 
of proportion, appropriate for the third or fourth year. 
Give model solutions. (6) 

2. Write a practical problem in direct and one in 
inverse proportion. (4) 

3. Define ratio; define proportion. (2) 

29. Summarize the important points covering the 
practical directions and conduct of the following exer- 
cises in teaching of history in the 5th and 6th years. 

1. Study of a text-book. 

2. Making of scrapbooks. (12) 

30. Enumerate the points (or specific facts) to be 
taught in a lesson or series of lessons on the reading and 
interpretation of a map. (9) 

31. Give a specific illustration of the practical appli- 
cation of each of the following pedagogical principles in 
the teaching of the geography of South America. 



LICENSE No. 1 



1. Motivation. 

2. Self-activity. 

3. Deductive development. (9) 

32. 1. What should be the special aims in lessons on 
the following topics? 

The lily (Grade lA) 
Bees (Grade 3A) 
Coal (Grade 4A) (3) 
2. With reference to bees or coal, 

1. Enumerate the points (or specific facts) to be 
taught. (3) 

2. Mention specimens to be used. (3) 

3. Mention observations to be made. (3) 

4. Cite five questions to be asked. (3) 

LICENSE NO. 1, JANUARY, 1913. 

33. 1. State three arithmetical processes in which 
cancellation is used. (6) 

2. Explain the principle of cancellation and describe 
how it should be taught. (12) 

34. A pupil has difficulty in solving this example: 
"The butcher charged 24 cents for three-quarters of a 
pound of beef ; find the cost of the beef per pound. De- 
scribe in detail how to lead the pupil to solve the prob- 
lem. (12) 

35. Explain briefly three such causal relations in the 
manufacturing industries of either Great Britain or 
France as may properly be developed in an upper grade 
class. (9) 



8 EXAMI NATION QUESTIONS IN METHODS 

36. Show how a teacher should develop one of the 
following concepts: canal-lock, standard time, a spring 
of water. Sketch illustrative diagrams. (12) 

37. (a) Give an account in about 200 words of any- 
one of the following: 

1. The Causes of the Growth of the Western States. 

2. Washington in the Revolution. 

3. The History of the Doctrine of State Sovereignty. 

4. King John's Struggle with the Barons. (10) 

(b) Assuming a piece of text, on the topic chosen 
imder (a), to be the subject for study, describe two 
ways in which pupils may be guided to study it prop- 
erly. (8) 

38. (a) State briefly the chief facts to be taught in 
a systematic observation and study of any one of the fol- 
lowing pairs: (1) Sweet pea and gladiolus, (2) Robin 
and owl, (3) House fly and monarch butterfly, (4) Birch 
and pine. (8) 

(b) Illustrate from the teaching of any one of these 
topics: (1) reasoning from cause to effect, (2) rea- 
soning from effect to cause. (10) 

39. Write the following in muscular movement pen- 
manship five times : 

"Examination for License No. One." (3) 

LICENSE NO. 1, JUNE, 1912. 

40. Explain the Austrian method of subtraction, using 
the following example: Subtract 58 from 102. (9) 

41. Explain clearly how to find by the short method 



LICENSE No. 1 



(or by inspection) the least common multiple of 4, 6, 8, 
9, 12. (10) 

42. 1. State the rule for dividing a decimal by a deci- 
mal. (4) 

2. State in order and illustrate the cases to be dealt 
with in teaching the dividing of a decimal by a deci- 
mal. (8) 

43. 1. What is meant by "proving" an example? (4) 
2. Solve and prove an original example in the second 

or the third case in percentage. (8) 

44. 1. State what may properly be told by the teacher 
in a lesson on the causes of winds, and in a lesson on the 
adaptation of animals to their environment. (4) 

2. State what should be elicited by the teacher in 
these lessons. (4) 

3. Show how a teacher may lead pupils to reason 
about any specified topic in one of these lessons. (4) 

45. 1. Referring to a lesson on topography of the 
state of New York, tell how to make children at the be- 
ginning of the lesson feel that the subject is worth study- 
ing. (4) 

2. State and illustrate, with the aid of a half page 
sketch map, the main topographical facts to be con- 
sidered in the lesson. (8) 

46. Show how the "deductive" method of teaching 
may be employed in a lesson on the climate of Ireland, 
or of the state of Washington. (10) 

47. 1. Respecting any one of the following, make a 
list of the points that should be dealt with in a class 
lesson, and underline the most important of them. (4) 



10 EXAMINATION QUESTIONS IN METHODS 

The Norman Conquest. 
New York City in the Revolution. 
The Fall of Quebec. 

The Duties and the Organization of the Executive 
Branch of the United States Government. 
The Monroe Doctrine. 

2. A topical outline in history may be made on the 
blackboard (or on paper), (1) before (or at the be- 
ginning of) a lesson; or (2) during the lesson, or (3) 
at the conclusion of a lesson. State with reasons the 
proper use, or the advantage of each of these plans. 

(6) 

3. In a review lesson in history in the upper 

grades, tell two purposes (aside from the mere test- 
ing) that a teacher may properly have in view. (3) 

LICENSE No. 1, JANUARY, 1912. 

48. In the case of the following processes, state and 
exemplify modes of verifying or checking results which 
are suitable to pupils below the seventh year: 

1. Addition (give two modes). (6) 

2. Finding the whole when a fractional part is given. 

(4) 

3. Reduction ascending. (4) 

49. "Since memory is served by multiple associations 
quite as well as by repetition, the drills employed should 
be varied in form, in content, and in mode of applica- 
tion. They should moreover be interesting to children — 
perhaps by reason of their novelty, perhaps by affording 



LICENSE No. 1 11 



an occasion for physical activity or an occasion for gen- 
eral emulative striving, perhaps by stirring a sense of 
mastery or even that sense of solidarity which the soldier 
feels when his regiment moves with precision and 'snap/ 
But in no event must drills become a mere routine, a 
tedious grind, a spiritless treadmill. Let us speak, there- 
fore, not of drill, but of drills/' 

In the light of the foregoing quotation, suggest three 
distinct types of drills under each of the following heads : 
(a) counting, (b) multiplication. (18) 

50. Taking some one activity, industry, or experience, 
as a center, construct about it four practical problems 
involving different applications of percentage. (16) 

51. 1. With respect to any two of the following topics, 
give an account of the points (or events) to be taught. 

(10) 

2. With respect to one of the topics chosen, specify 
means for securing or exercising apperception, imag- 
ination, memory. (12) 

(1) Perry and the Battle of Lake Erie (Grade 5B). 

(2) The Five Nations (Grade 6A). 

(3) The Dred Scott Decision (Grade 6B). 

(4) The House of Stuart (Grade 7B). 

(5) Results of the French and Indian War (Grade 
8A). 

52. 1. With respect to the following topics give an 
account of the points to be taught. (10) 

2. Indicate the means that should be employed for 
testing the effectiveness of the teaching of these points. 



12 EXAMINATION QUESTIONS IN METHODS 

(a) United States; transportation and commerce 
by the great inland water routes (Grade 5A). 

(b) The protection of trees in cities. 

(10) 

LICENSE No. 1, JUNE, 1911. 

53. 1. Make and solve a practical problem in each of 
the following types : Finding what fractional part one 
number is of another ; finding a whole when a fractional 
part is given. (8) 

2. Explain, as to pupils, the solution of the first prob- 
lem given in answer to 1. (4) 

3. What is one of the types not mentioned under 1 ? 
Illustrate it. (4) 

54. 1. Show graphically that three-fifths (of 1) is 
equal to 3 -^ 5. 

2. Describe how pupils should be taught the reduc- 
tion of a common fraction to a decimal. Illustrate. (10) 

55. State and solve a practical problem (a) in finding 
the cost of goods that have been sold at a per cent loss ; 
(b) in finding the rate of interest; (c) in finding the area 
of a trapezoid. Use a drawing to illustrate (c). 

56. 1. What is climate? (2) 

2. State the conditions which affect or determine 
climate. (8) 

3. Show how pupils may be led to make correct in- 
ferences regarding the climate of two of the following 
countries : England, Mexico, British Columbia, Brazil. 

(6) 

57. 1. What may be three legitimate purposes of re- 
views in the classroom? (3) 



LICENSE No. 1 13 



2. Describe three good methods of reviewing in his- 
tory. (6) 

3. With reference to the history of the Civil War, 
show how these three methods of reviewing may prop- 
erly be used. (9) 

58. On each of two of the following topics plan a 
lesson, giving materials, experiments, and observations to 
be made from nature: (12) 

1. The relation of sunlight to plant life. 

2. The propagation or transmission of heat. 

3. The structure, functions and care of the teeth. 

LICENSE No. 1, JUNE, 1910. 

59. 1. State, with reasons, the principles that should 
guide you in selecting words to be taught to a class of 
beginners in reading. (4) 

2. State, with reasons, your method of teaching 
these words. (4) 

60. 1. State the principles which should guide a 
teacher in selecting words for a spelling-list. (3) 

2. How should homonyms be taught? Illustrate. (3) 

3. How would you lead children to discriminate be- 
tween the words hope, expect, suppose? (3) 

61. Represent the blackboard work to be used in ex- 
plaining 'multiplication by one figure" to a class that has 
learned the multiplication tables. 

62. Show how to teach : 

1. The mensuration of the surface of rectangles. (2) 

2. The mensuration of the surface of triangles. (2) 



14 EXAMINATION QUESTIONS IN METHODS 

63. Give, with reasons, your opinion on each of the 
following points concerning the teaching of penmanship 
to beginners : 

1. Should the writing be large or small? Define 
"large'' and "small'' writing. (1) 

2. Should a beginning be made with sentences, 
words, letters of the alphabet, or the elements of let- 
ters? (1) 

3. How is the principle of imitation to be utilized in 
teaching penmanship? (2) 

4. Should a beginning be made with the pen, the 
lead-pencil, the slate pencil, the blackboard crayon, or 
the sand-table? (1) 

64. If an automobile is sold for $1,025 at a profit of 
25 per cent, how much did it cost? 

1. Concerning this problem, give an arithmetical so- 
lution. (4) 

2. Give a model explanation of this solution. (6) 

3. Solve using x or other algebraic symbol. (4) 

65. Show the complete (unabridged) form for black- 
board demonstration of the following process: 

1. Of adding three-figure numbers : e.g., 356 and 
878. (6) 

2. Of multiplying three-figure multiplicands by two- 
figure multipliers (6). 

3. Of dividing by a one-figure divisor. (6) 

66. State four points in European history which 
should be taught in connection with the study of 

1. Discovery of America. (4) 



LICENSE No. 1 15 



2. Early settlements in America. (4) 

3. War of American Independence. (4) 

67. Tell how a teacher should deal with the subject 
or irrigation. (10) 

68. Outline a lesson suitable for the third school year 
on the change from winter to spring (including causes 
or signs, and stating class activities). Indicate illustrative 
material. (12) 

LICENSE No. 1, JANUARY, 1910. 

69. What is meant by a unit of measure? (3) 

(b) State and solve a problem in which a number 
3 may be used as a unit. (8) 

70. Show by aid of lettered diagram that multiplier 
and multiplicand (when either is concrete) can be in- 
terchanged without altering the product. (10) 

71. 1. Explain as to a class borrowing in subtrac- 
tion. (8) 

2. Find the difference between 178 and 342 by the 
Austrian method and explain briefly each step of the 
process. (8) 

72. State a practical problem (a) in discount, (b) in 
commisson, (c) in percentage to find what per cent one 
number is of another. (9) 

73. Choose a decisive battle and describe a proper 
method of treating it as a topic in history. (12) 

74. Show^ how to lead children to interpret contour 
lines on a map; illustrate with a diagram. (8) 

75. Specify the topics which should in general be 
comprised in studyng (a) a river, (b) a city. (12) 



16 EXAMINATION QUESTIONS IN METHODS 

76. Give the topics to be covered in a lesson (for 
pupils about 13 years old) on the structure and func- 
tions of the skin. (12) 

LICENSE No. 1, JUNE, 1909. 

77. Describe the analytic-synthetic method of teach- 
ing the phonetic elements to a first-year class in reading. 
Illustrate. (12) 

78. 1. State, with reasons, whether script or print is 
preferable for first reading lessons. (4) 

2. Describe how the transition from reading the 
one form to reading the other may be made (i. e., print 
to script, or script to print). (6) 

79. Explain as to a class the steps in the rapid 
(mental) addition of numbers of two orders, e.g., 38 and 
56. (10) 

80. 1. Why should pupils be taught ways to check 
(or verify) results in arithmetic? (2) 

2. What method of checking results should be taught 
' in the case of each of the four fundamental rules? 
(12) 

81. State three cases in percentage, giving a typical 
practical problem in each case ; and show, as to a class, 
the method of solving each problem. 

82. Describe the conduct of an exercise in dictation, 
suitable for a fourth-year class, giving : 1st, the particular 
aim or aims of the exercise; (2) 2d, the material (about 
six or eight lines of your own composition of a fable or 
an incident) ; (3) 3d, the indication, by means of vertical 



LICENSE No. 1 17 



lines, of how the material which you have prepared 
should be phrased in dictating to the class; (4) 4th, the 
steps of the complete lesson and the reasons therefor. (6) 

83. Tell how to teach the meaning and use of the 
following words: Indignation, trespass, adversary, in- 
tercept. (8) 

84. Tell how to teach the following geographical 
ideas to children: (a) desert, (b) ebb and flow of 
tides, (c) Rio Janeiro. (12) 

85. Describe briefly three good methods of review in 
history. Illustrate by reference to colonial history. (12) 

86. Enumerate the points to be treated in a lesson on 
the sheep or on the grasshopper to a second year class. 

(12) 

LICENSE No. 1, JANUARY, 1909. 

87. 1. On the theme, "The duck," compose for a class, 
grade lA, a blackboard exercise containing ten lines, the 
class being supposed to know about fifty words ; the fol- 
lowing words to be taught as new words : quack, water, 
swim. (12) 

2. Describe the teaching of the three new words 
above mentioned. (9) 

3. State the principles which govern the composing 
of such an exercise as that required in (a). (12) 

88. Distinguish between the respective positions of the 
organs of articulation in pronouncing n in "linger'* and 
n in "ginger." (6) 



18 EXAMINATION QUESTIONS IN METHODS 

89. "Seeing the crowds, he insisted on returning by 
another way." 

Describe a good method of teaching pupils to distin- 
guish the part of speech of seeing and of returning in 
this sentence. (8) 

90. Construct a practical problem in arithmetic in- 
volving the relation of the squares on the sides of a right 
angle triangle. Make a lettered diagram showing the 
answer. (12) 

91. 1. Set down the blackboard work which should 
be used in teaching the process of multiplying by a num- 
ber containing two digits. (6) 

2. Briefly explain what you have set down. (5) 

92. Supposing a pupil finds difficulty in remembering 
the product of 6 by 9, suggest three devices which may 
be helpful to him. (6) 

93. Describe briefly the Austrian (or addition) method 
of teaching subtraction. (8) 

94. Describe three kinds of activities (or exercises) 
which may be performed by pupils in the history class, 
whereby they may be aided in 'living the past" (placing 
themselves at the viewpoint of historic persons). Illus- 
trate. (12) 

95. Describe briefly three ways of aiding children who 
have never seen a mountain to understand the meaning 
of the term. (12) 

96. For grade 5A outline an introductory lesson on 
the adaptation of animals to environment. (12) 



LICENSE No. 1 19 



LICENSE No. 1, JUNE, 1908. 

97. Define generalization. Show its application in 
teaching common fractions as a basis of decimal frac- 
tions. 

98. Define and illustrate intention and extension of 
terms ; inhibition by substitution and repression. 

99. Show how to teach abstract and concrete words. 

100. Give a plan for teaching the Battle of Saratoga. 

101. Make drawings to be used in a series of lessons 
on coal for the 4A grade. 

102. Taking the story, Little Boy Blue, prepare a 
reading lesson of ten lines. 

103. Name three uses of the infinitive and outline a 
lesson on one of those uses. 



104. Tell how to make the sound "f" and "v,'' ' n" 
and "ng." Distinguish these sounds by using them in 
words. 

105. Show how you would teach longitude and lati- 
tude, and show the uses of each. 

106. Give the principles involved in calling on a child 
to recite before asking the question; rote answering; 
memorizing lists in geography. 

107. What are the uses of the model in composition? 
Compose a descriptive paragraph on the subject, ''My 
Examination for License No. 1.'' 



20 EXAMINATION QUESTIONS IN METHODS 



LICENSE No. 1, APRIL, 1908. 



108. 



Then lagoo, the great boaster, 

He the marvelous story-teller, 

He the traveler and the talker. 

He the friend of old Nokomis, 

Made a bow for Hiawatha ; — ~ 

From a branch of ash he made it, 

From an oak-bough made the arrows, 

Tipped with flint, and winged with feathers. 

And the cord he made of deer-skin. ' - 

1. Compose a blackboard exercise in reading of 
about eight lines, based upon lines 5 to 9 inclusive, of 
the above passage, the exercis-e to be suited to a IB or 
a 2 A grade. (10) 

2. What principles should be follow^ed in composing 
reading passages for children in the grades named? (10) 

109. Outline a lesson: (a) on the phonogram ail; 
(b) on the phonogram th (as in thin). Mention devices 
to be employed. (12) 

110. Describe briefly, with the aid of illustrative sen- 
tences, a good method of conducting a lesson on the 
point that a pronoun need not be of the same case as its 
antecedent. (14) 

111. ''There are some processes in arithmetic which 
should be taught without any attempt at explanation; 
when the pupil is more mature, he will discover the rea- 
son of these processes." 

Explain this statement and illustrate its application 
with reference to a specific topic in arithmetic. (15) 

112. Describe three devices, or modes of procedure. 



LICENSE No. 1 21 



for enabling the teacher to conduct effectively a drill in 
rapid addition, and state the advantages of each. 

113. 1. What is meant by the method of the "causal 
series" in geography? Illustrate its application to the 
study of India. 

2. Describe briefly another method of dealing with 
such a topic in geography. 

114. What are the advantages, and what are the 
limitations, of the method of type-study in history? Illus- 
trate by reference to a topic in American colonial history. 

115. Enumerate the points which should be treated 
in a nature-study lesson on the spider. (4A Grade). 

LICENSE No. 1, JANUARY, 1908. 

116. In the presentation of the subject of the sub- 
traction of one mixed number from another, what is the 
simplest type of case ? Illustrate this case and three others 
increasing in difficulty, but suitable for early lessons in 
this subject. Explain your choice of cases. (10) 

(The class is supposed to understand addition and sub- 
traction of common fractions.) 

117. 1. Make a diagram designed to make clear to 
a class that the fraction three-fifths is equal to one-fifth 
of 3. (8) 

2. Explain the diagram. (6) 

118. How should the subject of cubic measure be 
presented? (12) 

119. State two advantages and two disadvantages, in 



22 EXAMINATION QUESTIONS IN METHODS 

the conduct of a reading lesson, of: (a) the teacher's 
reading of the selection aloud at the beginning of the 
period; (b) the pupils' first reading a portion of the 
selection silently. (16) 

120. Describe the difference in the production of two 
of the following pairs of sounds : (a) the sound of t and 
that of d; (b) the sound of ng and that of nk (as in 
sink) ; (c) the sound of v and that of w (as in we) ; (d) 
the two sounds of th. (10) 

121. With respect to a first lesson on the participle, 
give (a) the points to be developed and (b) the illustra- 
tions to be employed. (16) 

122. With respect to each of the following geographi- 
cal terms, tell how a clear idea may be taught; delta, 
glacier, divide. (12) 

123. Describe three means of making the teaching of 
history effective. Illustrate by reference to the Battle of 
Long Island or to the Battle of Harlem Heights. (12) 

124. Tell how a class may be led to understand the 
principle which explains the action of the thermometer. 

(12) 

LICENSE No. 1, JANUARY, 1907. 

125. THE SNOWSTORM. 

1 Announced by all the trumpets of the sky, 

2 Arrives the snow, and, driving o'er the fields, 

3 Seems nowhere to alight; the whited air 

4 Hides hills and woods, the river, and the heaven, 

5 And veils the farmhouse at the garden's end. 



LICENSE No. 1 23 



6 The sled and traveler stopped, the courier's feet 

7 Delayed, all friends shut out, the housemates sit 

8 Around the radiant fireplace, inclosed 

9 In a tumultuous privacy of storm. 

— Emerson. 

Suppose pupils, in studying this selection, found the 
difficulties mentioned below, indicate a good method of 
meeting each difficulty. 

1. Pupils in a 5 A grade fail to understand the mean- 
ing of "trumpets of the sky*' (line 1), "housemates" 
(line 7), "tumultuous" (line 9). (18) 

2. Pupils in grade 6B fail to understand the con- 
struction (syntax) of "stopped" (line 6). (6) 

126. Describe briefly the phonetic method of teaching 
reading. Illustrate. (10). Describe another method. 
Illustrate. (10) 

127. Describe a proper method of teaching pupils to 
distinguish between adjective and adverbial phrases. (10) 

128. Describe how to make use of a foot-rule in teach- 
ing the multiplication of integers. (8) 

129. Give in order the steps to be followed in teach- 
ing the rule for pointing off in the multiplication of one 
decimal by another. (8) 

130. Invent a practical problem involving the multi- 
plication of one common fraction by another. (4) 

3. Show how the correct solution of the above prob- 
lem can be illustrated by a diagram. (4) 

131. Describe in outline how to teach the topic, "The 
advantages of the Panama Canal." (10) 

132. Describe a good method of teaching the prin- 



24 EXAMINATION QUESTIONS IN METHODS 

ciples according to which water rises in an ordinary lift- 
pump. (10) 

133. With the aid of maps or diagrams, specify the 
elements in the geographical background that should be 
brought out in teaching the topic, *'The French and In- 
dian War.'' (14) 

134. Describe a good method of leading pupils, who 
say ''kingk" instead of king, to correct the error. (8) 



LICENSE No. 1, MAY, 1906. 

135. THE DAFFODILS. 

I wandered lonely as a cloud 

That floats on high o'er vales and hills, 
When all at once I saw a crowd, 

A host of golden daffodils; 
Beside the lake, beneath the trees, 
Fluttering and dancing in the breeze. 

Continuous as the stars that shine 
And twinkle on the Milky Way, 

They stretched in never-ending line 
Along the margin of the bay; 

Ten thousand saw I at a glance 

Tossing their heads in sprightly dance. 

The waves beside them danced; but they 
Outdid the sparkling waves in glee ; 

A poet could not but be gay 
In such a jocund company; 

I gazed — and gazed — but little thought 

What wealth the show to me had brought. 



LICENSE No. 1 25 



For oft when on my couch I lie 

In vacant or in pensive mood, 
They flash upon that inward eye 

Which is the bliss of solitude; 
And then my heart with pleasure fills 
And dances with the daffodils. 

— William Wordsworth. 

1. What words should be accented in reading the 
first four lines ? 

2. Mention two ways in which you would lead a 
class to accent these words. 

3. Outline your method of teaching pupils to pro- 
nounce and to recognize the word "sparkling." 

136. Show how you would teach the meaning of "con- 
tinuous" and "outdid." 

137. Define "sequence of paragraph." 

2, What is a good way to lead pupils of the 7th 
Grade to a clear idea of paragraphing? 

138. "I have seen him yesterday." Outline a lesson 
designed to correct such a use of the verb. 

139. Describe the first lesson on the relative clause. 

140. (a) To find a fractional part of a number. 

(b) To find the number when a part is given. 

(c) To find what part one number is of another. 

(d) To find the number when the number plus a 

part is given. 

(e) To find the number when the number minus 

a part is given. 

1. Invent problems of (a), (c) and (e). 

2. Invent problems in percentage of (b) and (d). 

3. Give the algebraic equation for (b) and (d). 



26 EXAMINATION QUESTIONS IN METHODS 

141. 1. In dealing with any one of the following topics, 
show how you would appeal to the reason. 

The Spanish Settlers. 
The Articles of Confederation. 
The Opening of the Civil War. 
2. Give five review questions on any one of the 
above topics. 

142. How would you teach the table of 7's, assuming 
that the class has learned through the table of 6's? 

LICENSE No. 1. 

143. Describe a good method of reviewing with a 
class of grammar grade (a) an historical topic, e.g., The 
French and Indian War; (b) a topic in grammar, e.g., 
the Possessive Case. 

144. Describe a good way of correcting written exer- 
cises in (a) composition, (b) spelling. 

145. 1. What is the purpose of preparatory outlines 
in composition? 

2. Tell how they should be prepared. 

146. Mention five means to stimulate the interest of 
children in Norway as a geographical topic. 

147. How would you teach the following geographical 
ideas to young children : Basin, south, commerce ? 

148. Represent by diagram the reduction of nine- 
twelfths to lower terms, and explain the ordinary arith- 
metical process (of reduction) with reference to the dia- 
gram. 



LICENSE No. 1 27 



149. Describe eight oral drills in rapid calculation in 
the fundamental rules appropriate for use in the grammar 
grades. 



150. 

A FOREST HYMN. 

The groves were God's first temples. Ere man learned 

To hew the shaft and lay the architrave, 

And spread the roof above them — ere he framed 

The lofty vault, to gather and roll back 

The sound of anthems; in the darkling wood, 

Amid the cool and silence, he knelt down, 

And offered to the Mightiest solemn thank» 

And supplication. For his simple heart 

Might not resist the sacred influence 

Which, from the stilly twilight of the place. 

And from the gray old trunks that high in heaven 

Mingled their mossy boughs, and from the sound 

Of the invisible breath that swayed at once 

All their green tops, stole over him, and bowed 

His spirit with the thought of boundless power 

And inaccessible majesty. 

— Bryant. 

> 

1. To remove grammatical difficulties, ask and 
answer questions about lay, which, and the clause 
Ere ... 

2. With the passage as a method-whole, work out 
the Herbartian ''first step."" 

3. Give phonetic analysis of italicized words. 
151. 



28 EXAMINATION QUESTIONS IN METHODS 

LICENSE NO. 1. 

So live that when thy summons come to join 
The innumerable caravan, which moves 
To that mysterious realm where each shall take 
His chamber in the silent halls of death, 
Thou go not like the quarry-slave at night, 
Scourged to his dungeon, but sustained and soothed 
By an unfaltering trust, approach thy grave, 
Like one who wraps the drapery of his couch 
About him and lies down to pleasant dreams. 

— Bryant. 
Write out and answer the questions you would ask to 
lead pupils to understand the above selection; to under- 
stand the meaning of the more difficult words. How 
would you secure a proper reading of the passage? 

152. Describe and illustrate four devices for teaching 
sentence making in the third year of school. State the 
aim of each device. 

153. Illustrate how and to w^hat extent you would use 
imitation by the pupils in teaching music. Describe a 
lesson to introduce the dotted quarter note followed by 
an eighth note. 

154. Explain how and for what end you would em- 
ploy drawing in nature study, and in reading or in lan- 
guage lessons. Make a drawing to illustrate your 
answers. 

155. Describe an effective method in each of the fol- 
lowing and give reasons : the study of spelling ; recitation 
in spelling; the correction of written exercises in spelling. 

156. Outline the procedure in taking up the cylinder 
with second year children to teach proportion and fore- 
rfiortening. 



LICENSE No. 1 29 



157. Show how you would develop with a class the 
subject of the notation of decimal fractions, of descend- 
ing reduction of denominate numbers. Illustrate and 
give reasons. 

158. Outline a series of lessons intended to teach rhe 
subject of a sentence, and the predicate of a sentence, 
stating the specific aim of each lesson. 

159. What topics would you take up in teaching the 
drainage of the State of New York? What considera- 
tions guided you in your selection and arrangement of 
these topics ? Outline a lesson on one of these topics. 

160. Describe the experiments appropriate to a series 
of lessons on the germination of a bean. State what the 
pupil should be expected to observe in such a course. 

LICENSE No. 1. 

161. THE CHAMBERED NAUTILUS 

(Suggested by looking at one of those chambered sea 

shells called the Pearly Nautilus.) 

Thanks for the heavenly message brought by thee, 1 

Child of the wandering sea, 2 

Cast from her lap forlorn ! 3 

From thy dead lips a clearer note is born 4 

Than ever Triton blew from wreathed horn ! 5 

While on mine ear it rings, 6 

Through the deep caves of thought, I hear a voice that sings : — 7 

(Build thee more stately mansions, O my soul, 8 

As the swift seasons roll ! 9 

Leave thy low-vaulted past ! 10 

Let each new temple, nobler than the last, 11 

Shut thee from heaven with a dome more vast 12 

Till thou at length art free, 13 

Leaving thine outgrown shell, by life's unresting sea ! 14 

— Holmes. 



30 EXAMINATION QUESTIONS IN METHODS 

^^■MW—l— — W^M^— — ^-^ I ■ ■■ — .I- ■■!■ ■ n il I 11.1. -■ — i. I I I — ■ — _■ .1 — .^ 

1. Ask and answer questions to bring out the mean- 
ing of each of the following: (a) wandering sea; 
(b) Triton blew from wreathed horn (2) ; (c) swift 
seasons roll (3) ; (d) thy low-vaulted past (2). 

2. State syntax of each of the following words, and 
ask and answer questions designed to make clear the 
syntax of each of them: (e) cast, line 3; (f) it, 1. 6; 
(g) thee, 1. 8. 

162. 1. State a simple problem in which percentage 
and rate are given to find base, and solve it (1) by an- 
alysis, (2) by use of formula, (3) by algebra. 

2. State with reasons at what points in the elemen- 
tary schools you would use each of the above modes 
of solution. 

163. Prepare a topical outline of a geographical study 
of the Hudson River, giving reasons for your arrange- 
ment of topics. 

164. State, and illustrate by at least two sketches, the 
necessary steps in teaching children to make a drawing 
of a group of vegetables or fruits. 

165. Specify the steps involved in teaching to begin- 
ners the interval of a fourth in music (do - - fa). 

166. (a) What are the proper ends of dictation work? 

(b) State faulty methods of conducting dictation lessons. 

(c) Describe in detail a good method of conducting a 
dictation exercise. 

167. 1. Criticise each of the following ways of assign- 
ing advanced lessons, and in each case suggest a proper 
assignment: (1) (In history.) "Study all about the 



LICENSE No. 1 31 



first voyage of Columbus and be ready to tell me what 
difficulties he met in getting aid, and everything of that 
kind." (2) (In civics) '*Find out as much as you can 
from your parents, or from any other source, about the 
Government of the City of New York." (3) (In science 
or nature study) "Take for to-morrow the next .... 
pages." 

2. State, with principles founded upon your reasons, 
three principles to guide in the assignment of lessons. 



LICENSE No. 1. 

Within the hall are song and laughter, 
The cheeks of Christmas grow red and jolly, 
And sprouting in every corbel and rafter 
With lightsome green of ivy and holly; 
Through the deep gulf of the chimney side, 
Wallows the Yule-log's roaring tide; 
The broad flame-pennons droop and flap 
And belly and tug as a flag in the wind; 
Like a locust shrill the imprisoned sap, 
Hunted to death in its galleries blind; 
And swift little troops of silent sparks, 
Now pausing, now scattering away as in fear, 
Go threading the soot-forest*s tangled darks 
Like herds of startled deer. 

— Vision of Sir Launfal. 

168. State four difficulties in the interpretation of 
the above passage that may be removed by grammatical 
analysis ; and ask the appropriate grammatical questions* 
Name two tests by which a teacher may determine 
whether or not the pupils read with understanding. Illus- 
trate by reference to the above selection. Give three di- 
rections designed to assist pupils in the memorizing of 



32 EXAMINATION QUESTIONS IN METHODS 

the given selection. State one reason for having pupils 
commit to memory selections of prose or poetry which 
they do not fully understand, and one reason against 
the practice. 

169. "Then I walked up the street . . . while 
eating the third.'' — Franklin's Autobiography. 

State how you would use this selection as a model for 
composition in the seventh year grade, giving an out- 
line of the work to be performed, both by teacher and 
pupils. 

170. In each of the following terms or processes of 
arithmetic, mention one objective aid or illustration ap- 
propriate to the teaching of it to beginners, and describe 
briefly but clearly how you would use such aid or illus- 
tration : the carrying of lO's in addition ; the reduction of 
a fraction to higher terms; the third type of problem, 
e.g., 15 is three-fifths of what number. 

171. Give two reasons for having nature study in the 
elementary schools. Give two reasons why drawing 
should be employed in connection with nature study. In 
what way should drawing be used in connection with 
nature study? Make drawing to illustrate the parts of a 
flower or of an insect. 

172. Arrange the following geographical topics in 
proper teaching order: climate, occupation, relief, prod- 
ucts, government, drainage. Give reasons for your ar- 
rangement. Describe a good method of introducing the 
first topic. 



LICENSE No. 1 33 



LICENSE No. 1. 

ODE TO EVENING. 

If aught of oaten stop or pastoral song 

May hope, O pensive Eve, to soothe thine ear 

Like thy own solemn springs, 

Thy springs, and dying gales; 

O Nymph reserved, — while now the bright-hair'd sun 
Sits in yon western tent, whose cloudy skirts. 

With brede ethereal wove, 

O'erhang his wavy bed; 

Now air is hush'd, save where the weak-eyed bat 
With short shrill shriek flits on leathern wing, 

Or where the beetle winds 

His small but sullen horn, 

As oft he rises midst the twilight path. 
Against .the pilgrim borne in heedless hum, — 

Now teach me, maid composed. 

To breathe some softened strain 

Whose numbers, stealing through thy darkening vale, 
May not unseemly with its stillness suit; 

As, musing slow, I hail 

Thy genial loved return. 

— Collins. 

173. Ask four questions on the meanings of difficult 
words in this passage and ansv^er your questions. Ask 
and answ^er four questions designed to point out the 
meaning of the whole passage, or of difficult lines, or de- 
signed to lead to an appreciation of the poetic qualities 
of certain lines. 



34 EXAMINATION QUESTIONS IN METHODS 

174. How would you develop in a class a recognition 
of the use of phrases and clauses as the object of a tran- 
sitive verb? Give examples of such use. 

175. Make and explain such drawings (not fewer 
than four) as you would use in teaching the meanings 
of exogen and endogen. 

176. The blackboard is of use in the teaching of every 
branch in the curriculum. — Roark. 

Comment upon this statement and tell how you would 
use and how you would have your pupils use the black- 
board in the classroom work in geography, English and 
physiology. 

177. What objective aids would you employ in teach- 
ing that }i X }i = 3/16 ? Tell how you would make use 
of such aids. 

178. A and B divide 1 gallon 3 quarts 1 pint of olive 
oil, so that A has half as much again as B. How much 
has each? Solve this problem and show how you would 
lead children to analyze and solve it. 

179. What does induction mean? Sketch out a lesson 
on each of the following topics, employing the inductive 
method; the meaning of the word ''magnanimity!" the 
condensation of vapor. 

180. How would you teach the meaning and the use 
of a map, and how would you give children the idea of 
a scale? 



LICENSE No. 1 35 



LICENSE NO. 1. 

CHILDE HAROLD'S PILGRIMAGE. 

Canto The Fourth. 

O Rome ! my country ! city of the soul ! 
The orphans of the heart must turn to thee, 
Lone mother of dead empires ! and control 
In their shut breasts their petty misery. 
What are woes and suff ranees? Come and see 
The cypress, hear the owl, and plod your way 
0*er steps of broken thrones and temples, Ye! 
Whose agonies are evils of a day — 
A world is at our feet as fragile as our clay. 

The Niobe of nations ! there she stands', 
Childless and crownless in her voiceless woe; 
An empty urn within her withered hands 
Whose holy dust was scattered long ago; 
The Scipios' tomb contains no ashes now; 
The very sepulchres lie tenantless 
Of their heroic dwellers; dost thou flow, 
Old Tiber! through a mantled wilderness? 
Rise, with thy yellow waves, and mantle her distress. 

— Byron, 

181. With regard to "y^" (7), "urn" (12), "whose'' 
(13) ask and answer grammatical questions designed to 
remove difficulties in understanding the above passage. 
Regarding the passage as a method whole indicate how 
the formal steps may be applied thereto. (Note — It is 
sufficient to state name and purpose of each step, and to 
mention for each step one point in the selection adapt- 
able to the purpose.) 

182. Give with reasons the order in which you think 



36 EXAMINATION QUESTIONS IN METHODS 

the multiplication tables from 1 to 12 are most easily 
acquired. Arrange the nine tables in a column and dis- 
cover a mnemonic device for lightenng the labor of ac- 
quiring this table. 

183. Solve first by algebra and then by diagrammat^'c 
analysis the foUow^ing problem : One-fourth of A's money 
is equal to one-third of B's and together they have $42 ; 
how much has each? 

184. How would you teach children to know the car- 
dinal points of the compass and to apply them to a map ? 

185. Mention three mistakes commonly made in the 
teaching the history and each case state briefly the proper 
procedure in the same premises. 

186. Represent by sketches properly labelled the ma- 
terial necessary for a lesson on series of lessons on a 
caterpillar or a frog. How would you preserve the living 
specimen in the intervals between the lessons. 

187. Name three ways in which exercises in sight 
singing may progress in difficulty. Illustrate by writing 
exercises of two measures each. 



LICENSE No. 1. 



THE POPLAR FIELD. 



The poplars are felled; farewell to the shade, 
And the whispering sound of the cool colonnade! 
The winds play no longer and sing in the leaves, 
Nor Ouse on his bosom their image receives. 



LICENSE No. 1 37 



Twelve years have elapsed since I first took a view 
Of my first favorite field, and the bank where they grew ; 
And now in the grass behold they are laid, 
And the tree is my seat that once lent me a shade ! 

— Cow per. 

188. Suppose the pupils in reading this selection 
found the difficulties mentioned below, indicate a good 
method of meeting each difficulty: pupils in grade four 
fail to understand line 4; pupils misinterpret line 8; 
pupils do not know the meaning of "colonnade," 
"elapsed." 

189. Outline a phonic exercise designed to teach the 
pupils to recognize and to pronounce the words "length'* 
and "longer." 

190. Formulate a brief lesson on the attribute comple- 
ment (or predicate complement), and state two points 
to be developed. Describe the method of development. 

191. Briefly explain the meaning of sentence unity. 
Describe two kinds of exercises to be used in teaching 
the pupils how to secure sentence unity. 

192. Describe the steps to be followed in teaching a 
rule for pointing oflf in the multiplication of one decimal 
by another. 

193. Describe the steps to be followed in teaching the 
rule for finding the area of a parallelogram. 

194. Respecting merely direction and distance, tell 
how to teach children how to interpret a map. 

195. With the aid of maps or diagram specify the 
elements in the geographical background that should be 
brought out in teaching one of the following events, and 



38 EXAMINATION QUESTIONS IN METHODS 

state what : Battk of Saratoga ; construction of the Erie 
Canal; Missouri Compromise. 

196. Describe a good method of teaching the prin- 
ciple according to which water rises in an ordinary lift 
pump; the formation of deltas; why New England is a 
manufacturing region. 

LICENSE No. 1. 

When cats run home and light has come, 
And dew is cold upon the ground, 
And the far-off stream is dumb, 
And the whirring sail goes 'round, 
And the whirring sail goes 'round, 
Alone and warming his five wits. 
The white owl in the belfry sits. 

When merry milkmaids click the latch. 
And rarely smells the new-mown hay, 
And the cock has sung beneath the thatch 
Twice or thrice his roundelay. 
Twice or thrice his roundelay. 
Alone and warming his five wits. 
The white owl in the belfry sits. 

— Tennyson. 

197. Make a brief statement of the meaning of the 
poem. Tell what general impression is conveyed by it to 
your mind. What signs of the seasons and of the time 
of day might pupils find in this poem? How would you 
lead pupils to understand the meaning of: five wits (as 
applied to the owl), whirring sail, rarely, thatch, as they 
occur in the passage? State briefly how you would use 
this passage to cultivate the imagination. 

198. State concisely the steps of the process of teach- 



LICENSE No. 1 39 



ing pupils how to divide an integer by a fraction. Under 
what circumstances and for what purpose should the 
pupils in the elementary school make use of a measure, 
as, for example, a meter or a yard-stick? 

199. How would you correct the following mistakes if 
they occurred in a reading lesson : words miscalled, mis- 
pronounced, omitted; the use of wrong inflections, read- 
ing without expression. 

200. Give in detail a history lesson on any topic, mak- 
ing prominent the relations of cause and effect. 

201. What is it to study? Mention certain counter- 
feits of study. Suggest ways and means of teaching 
pupils to study. 

203. Describe concisely, yet with concrete details, 
how you would direct your pupils in the study of some 
living thing in nature, as, for example, a bird, a fish, a 
worm, a turtle, a plant. Illustrate by drawing. 

LICENSE No. 1. 
THE SHELL. 

The tiny shell is forlorn, 

Void of the little living will 
That made it stir on the shore. 
Did he stand at the diamond door 
Of his house in a rainbow frill? 
Did he push when he was uncurled 

A golden foot or a fairy horn 
Thro' his dim water-world? 

— Tennyson, 
1. State three difficulties children might find in un- 
derstanding the above passage. (3) 



40 EXAMINATION QUEST IONS IN METHODS 

2. Describe how you would remove each of the 
difficulties. (6) 

3. State in detail how you would help pupils to 
read aloud so as to convey the meaning of the pass- 
age. (4) 

205. PUFF AND THE BABY. 

When Puff was near the 

baby here would wiggle 
out of anyone's arms. 

One day the baby was 
lying on the sofa, 

sleeping. Puff always went 
Nearer, and, nearer 

till he touched her nose. 
The baby was crazy 

for Puff. Puff was a little 
terrier. Puff had long 

hair. 

(Written by a pupil of the third school year.) 

1. State three classes of faults in the above compo- 
sition. (3) 

2. A teacher corrects the mistakes and returns the 
composition to be rewritten. State, with reasons, what 
faults you find in this method. (4) 

3. How would you lead pupils to avoid each of the 
faults stated in answer to 1? (6) 

206. Describe in detail (using an example) a good 
method for teaching how to multiply by a number of two 
digits. (6) 

207. State the advantages or disadvantages of each 
of the following methods: (10) 



LICENSE No. 1 41 



1. Indicating, before a question is given, the pupil 
to be called on. 

2. Looking fixedly at one who is answering or read- 
ing in class. 

3. Using objects during a review. 

4. Having pupils in class formulate the problems in 
arithmetic. 

5. Having pupils correct one another's spelling ex- 
ercises. 

LICENSE NO. 1. 

I come from haunts of coot and herftj 

1 make a sudden sally, 
And sparkle out among the fern 

To bicker down a valley. 

I chatter over stony ways, 

In little sharps and trebles; 
I bubble into eddying bays 

I babble on the pebbles. 

With many a curve my banks I fret 

By many a field and fallow, 
And many a fairy foreland set 

With willow-weed and mallow. 

208. Tell, if you can, the name of the poem from 
which this selection is taken, and the name of the author. 
Describe the meter. Point out instances of the adapta- 
tion of sound to sense; point out three other figures of 
speech. Mention two ways in which this selection ap- 
peals to the imagination. Illustrate. State concisely the 
meaning of each of the italicized words. Tell briefly 



42 EXAMINATION QUESTIONS IN METHODS 

how you would lead pupils to grasp the meaning of 
haunts, sally, foreland. 

209. Mention the parts of a tree (or of a maize plant 
or of a clam) and the function of each part. Illustrate 
with drawings. Describe in detail the effects of exercise 
upon a muscle, in fresh air, in impure air. Mention three 
natural objects suitable for study in the early springtime, 
and make an outline for the study of two of them. 

210. In giving or preparing a lesson on flax, cotton, 
and paper, respectively, what pictures and illustrative 
materials or models would you use? Where might such 
materials be obtained? Describe the process of manu- 
facture of one of the articles mentioned. State what 
you conceive to be the educational value of such lessons. 

211. If a meter is 39.37 inches, what part of a meter 
is one inch? Find the difference in inches between a 
centimeter and a quarter of an inch. To illustrate this 
difference approximately, represent a portion of a foot- 
rule and of a meter-stick. What is the freezing point and 
the boiling point of water at sea level, Fahrenheit, Centi- 
grade? How does a degree F compare with a degree C? 
Illustrate with drawing. 

212. What do you understand by the term judgment? 
What are the characteristics of good judgment? Name 
exercises or studies designed to train the power of judg-f 
ing form, distance, color, human character. Illustrate. 

213. Mention several ways in which teachers may 
lead children to study and to form habits of study and 
of concentration. 



LICENSE No. 1 43 



314. Mention in the order best adapted to bring out 
the relation of cause and effect the main points to be 
considered in the study of the earth's surface. Treat 
any of these points fully with regard to the State of 
New York or any part of it, paying special attention to 
causal relations. State the age of the pupils to whom 
you would give such work. 

215. Outline a lesson or a short series of lessons on 
the topic : How city and country are related to (or help) 
each other. What general principle would you attempt 
to establish through such lessons? State the age of the 
children you have in mind. What practical suggestions 
would you give to children age 14 as to the way to study 
history in the elementary school? 

LICENSE NO. 1. 

CROSSING THE BAR 

Sunset and evening star, 

And one clear call for me; 
And may there be no moaning of the bar, 

When I put out to sea. 

But such a tide as moving seems asleep, 

Too full for sound and foam, 
Then that which drew from out the boundless deep 

Turns again home. 

Twilight and evening bell, 

And after that the dark; 
And may there be no sadness of farewell. 

When I embark. 



44 EXAMINATION QUESTIONS IN METHODS 



For tho' from out our bourne of Time and Place 

The flood may bear me far; 
I hope to see my Pilot face to face 

When I have crost the bar. 

— Alfred Tennyson. 

216. Explain the meaning of lines 5, 7, 13 in this 
poem. Point out three poetic beauties in this selection, 
and show how you would lead pupils to appreciate the 
points chosen. Describe how you would help pupils to 
commit the poem to memory. Give reasons for your 
suggestions. 

217. Tell how you would teach pupils to write a para- 
graph of description stating the aims to be kept in view 
and the means of attaining these aims. Write a para- 
graph illustrating the qualities to be aimed at. 

218. A and B divided 30 cents, so that A's share is 
half as great as B's. What is the share of each? Show 
how you would teach children to solve this problem by 
analysis, by proportion, by algebra. 

219. Summarize the chief rules for questioning. On 
the following paragraph frame six questions conforming 
to the rules given, and state a reason for the choice of 
each question: 

At first the immigrants were very largely English- 
speaking, and their migration was caused in part by a 
great famine in Ireland in 1847. People in the United 
States sent shiploads of food and made contributions of 
money in aid of the sufferers. The gifts showed that 
America was a land of plenty, and a new impulse was 
given to emigration from Ireland. Although many of 
these emigrants had worked on farms at home, they found 



LICENSE No. 1 45 



employment chiefly in towns and cities, and a few went 
beyond the Atlantic cities. The coming of such a body 
of foreigners made a great change in the life of the 
people especially in New England. The young men and 
women who had been working in the factories and mills 
were eager to go to the West and to California. The 
Irish stepped in and took their places. They found 
higher wages than they had known; they were strong 
and willing. — Scudder. 

220. Outline a lesson treating of the effect of heat 
on volume. What practical applications of this principle 
would you lead pupils to observe? 

221. Describe a lesson on the several grammatical 
uses of the word ''that." 

LICENSE NO. 1. 

FAIRY SONG. 

222. Over hill, over dale, 

Through bush, through brier. 
Over park, over pale, 

Through flood, through fire, 
I do wander everywhere. 
Swifter than the moon's sphere; 
And I serve the fairy queen, 
To dew her orbs upon the green. 
The cowslips tall her pensioners be ; 
In their gold coats spots you see; 
Those be rubies — fairy favors. 
In those freckles live their savors. 
I must go seek some dew-drops here. 
And hang a pearl in every cowslip's ear. 

Shakespeare, 



46 EXAMINATION QUESTIONS IN METHODS 

1. State three difficulties children might find in read- 
ing understandingly the above passage. (3) 

2. Describe how you would remove each of the 
difficulties stated. (6) 

3. State two phonetic difficulties met by young chil- 
dren in reading, and state in detail how you would 
overcome each difficulty. (4) 

From Tadpole to Frog. 

223. In the spring of the year, the frog lays her eggs, 
in the inside of the egg is a black speck, and in two or 
three weak little tadpoles come out of them, they have a 
round head, and a tail on one side, they are one half a 
inche long, they have pink threads by the side of the 
neck, then they begin to grow and grow, then two legs 
come out in the back of them, they join on to the tail, 
and in few more days they get two more legs in the back 
of their eyes, then lungs begin to grow in the inside if 
them and the gills begin to shrinks and shrinks till the 
tadpoles lungs are all grown then the gills shrink all 
away, then there come another change the tadpoles tails 
shrinks and shrinks till at last it all shrinks away then 
the tadpoles is a perfect frog! If the mother frog lays 
her eggs in summer they will grow very soon, but if the 
mother lays her eggs in winter it will take an awful long 
time before they grow. 

1. State three classes of faults in the above composi- 
tion, and state at least one probable cause of each 
fault. (3) 

2. A teacher corrects the mistakes and returns the 



LICENSE No. 1 47 



composition to be rewritten. State, with reasons, what 
faults you find in this method. (4) 

3. Describe in detail how you would improve com- 
position work along the lines of sentence construction. (4) 

224. A child solves the example, "For the purpose of 
meeting each other John walked 3^ miles and William 
walked 2^ miles. What was the total number of miles 
covered ?" thus : 



2 



4 



3^ = 
2^ = % 



1 5/4 miles. Ans. 

1. State the mistakes made. (2) 

2. Describe how you would lead the child to solve 
the problem. (6) 

225. State briefly the advantages or disadvantages of 
each of the following methods: (10) 

1. Questioning pupils in rotation. 

2. Repeating a question. 

3. Paying most attention to the smartest or dullest 
pupils in a class. 

4. Breaking off an answer before completion and 
asking another pupil to continue. 

5. Compelling pupils to write a certain number of 
times words that they have misspelled. 

226. 1. What are the causes of each of the following 
faults in penmanship: (5) 

(a) Wrong formation of letters. 

(b) Want of uniformity in slant. 

(c) Making the same mistake down a whole page 

of a copy-book. 



48 EXAMINATION QUESTIONS IN METHO DS 

(d) Cramped writing. 

(e) Excessively slow writing. 

2. How would you lead children to remedy these 
faults? (3) 

LICENSE No. 1. 
THE CLOUD. 

I bring fresh showers for the thirsting flowers, 

From the seas and streams; 
I bear light shade for the leaves when laid 

In their noonday dreams. 
From my wings are shaken the dews that waken 

The sweet buds every one, 
When rocked to rest on their mother's breast, 

As she dances about the sun. 
I wield the flail of the lashing hail, 

And whiten the green plains under; 
And then again I dissolve it in rain. 

And laugh as I pass in thunder. 

I sift the snow on the mountain below. 

And their great pines groan aghast ; 
And all the night 'tis my pillow white, 

While I sleep in the arms of the blast. 
Sublime on the towers of my skyey bowers, 

Lightning, my pilot, sits; 
In a cavern under is fettered the thunder. 

It struggles and howls by fits; 
Over earth and ocean, with gentle motion, 

This pilot is guiding me, 
Lured by the love of the genii that move 

In the depths of the purple sea; 
Over the rills, and the crags, and the hills. 

Over the lakes and the plains, 
Wherever he dream, under mountain or stream. 



LICENSE No. 1 49 



The spirit he loves remains; 
And I all the while bask in heaven's blue smile, 
While he is dissolving in rains. 

— Shelley. 

227. Indicate the main points a class should be led to 
note and understand in reading this selection. (10) 

228. Describe briefly two methods of teaching chil- 
dren to read, and state the advantages of each method. 

229. State the essential diiference between a predicate 
adjective (adjective attribute) and an adverb modifier, 
and describe a good method of making clear this differ- 
ence. Illustrate. (10) 

230. Illustrate the free arm movement exercises to 
be used in connection with the teaching of the writing 
of the letter a. 

231. Invent a concrete problem which involves find- 
ing what part one common fraction is of another. Illus- 
trate the solution of the problems by the aid of a dia- 
gram. (12) 

232. In beginning the subject of long division, if the 
following divisors are used, in what order should they 
be introduced, and why? 29, 17, 21, 27, 80. (8) 

233. Given this problem : The sum of the heights of 
two trees is 75 ft., but one of the trees is 50 ft. taller than 
the other; find the height of each. After solving this 
problem, describe a proper method of teaching a class to 
attack and solve it. (12) 

234. In a first lesson on "latitude and longitude,'' (a) 
what points should be brought out; (b) what device or 
aid should be employed? (10) 



50 EXAMINATION QUESTIONS IN METHODS 

235. Make a map or diagram showing the geographi- 
cal facts which should be noted in teaching one of the 
following topics in history, and specify the geographical 
facts referred to : (a) the territorial growth of the Uni- 
ted States on this continent; (b) the results of the French 
and Indian War; (c) the strategic importance of Fort 
Ticonderoga in colonial wars and the Revolutionary War. 

236. Indicate the points to be developed and the ob- 
servations and experiments to be made in teaching two 
of the following: 

1. The process of the germination of plant seeds. 

2. The cause of sea breezes. 

3. The operation of a canal lock. 

LICENSE No. 1. 

(I saw) 
The happy violets hiding from the roads, 
The primrose run down to, carrying gold 
The tangled hedgerows where the cows push out 
Impatient horns and tolerant churning mouths 
'Twixt dripping ash boughs — hedgerows all alive 
With birds and gnats and large white butterflies 
Which look as if the May flower had caught life 
And palpitated full upon the wind. 

— Mrs. Browning. 

237. Indicate three main points a class should be )ed 
to note and understand in reading this selection. De- 
scribe an effective method of teaching the meaning of 
lines 2 and 7. 

238. Describe three characteristics which the earliest 
reading matter (prepared by the teacher) should have in 



LICENSE No. 1 51 



order to conduce to the children's progress in reading. 
Give reasons. Tell with reasons at what stage in the 
teaching of the reading, the learning of the letters of 
the alphabet in their order shall be introduced. 

239. Specify two differences between the object and 
attribute (or predicate complement) of a verb, and de- 
scribe briefly a good method of making clear one of these 
differences. 

240. With respect to each of the following words 
often misspelled, give a suggestion for fixing the correct 
spelling in the minds of the pupils: relieve, repetition, 
medicine. 

241. Given 1/2, 2/3, 3/4, 5/6, to find their sum. Show 
how to find by inspection the least common denominator. 

242. Tell in order the steps involved in teaching pupils 
to understand the reduction of a common fraction to a 
decimal. Give an illustration of this process. 

243. Describe a method of having a pupil remember 
the capitals of states or countries. Defend the method. 

244. Make a map or diagram showing the geographical 
facts which should be noted in teaching one of the fol- 
lowing topics in history, and specify the geographical 
facts referred to : the campaign for the control of the 
Mississippi River in the Civil War, the cause of the 
growth of the city of Chicago, the results of the Mexican 
War. 

245. Indicate the points to be developed and the ob- 
servations and the experiments to be made in teaching 
the following: the function of the leaves of plants, the 
principle of the barometer. 



52 EXAMINATION QUESTIONS IN METHODS 

LICENSE No. 1, JANUARY, 1902. 
246. 

HERVE REIL . 

On the sea and at the Hogue, sixteen hundred ninety-two, ^"~ 
Did the English fight the French, — woe to France! 
And the thirty-first of May, helter-skelter thro* the blue, 
Like a crowd of frightened porpoises a shoal of sharks pursue 
Came crowding ship on ship to St. Malo on the Ranee, 
With the English Fleet in view. 

*Twas the squadron that escaped, with the victor in full chase; 
First and foremost of the drove, in his great ship, Damfreville; 

Close on him, great and small, 

Twenty-two good ships in all. 

And they signalled to the place, 

**Help the winners of a race! 

Get us guidance, give us harbor, take us quick — or quicker still, 

Here's the English can and will!'* 

— Browning. 

1. State four difficulties in the interpretation of the 
above passage that might be removed by grammatical 
analysis; and ask and answer the appropriate gram- 
matical questions. 

2. Ask and answer three questions (not grammati- 
cal) designed to test pupils' understanding of the situ- 
ation portrayed in this passage. 

247. (a) Describe, with the aid of drawings, the pro- 
nunciation of the word acts, stating which of the vocal 
organs are used in the process and how they are used, 
(b) Distinguish, in terms of the vocal organs, the pro- 
nunciation of acts and axe. 

248. Illustrate two ways in which a teacher can lead 



LICENSE No. 1 53 



pupils to understand, without using formal definitions, 
the meaning of the word fortify. 

249. Illustrate what is meant by (a) solutions by an- 
alysis; (b) solutions by equations (algebra); (c) solu- 
tions by proportion, in solving this problem: If two 
apples cost 2 cents, how many apples can be bought for 
6 cents? 

250. Draw and explain diagrams illustrating the solu- 
tion of the following problems respectively (indicate the 
answer on each diagram) : (a) A boy and his mother 
together spend $5.50 for Christmas presents, she spend- 
ing $5.00 more than he. How much did each spend? (b) 
How many halves are there in % ? 

251. In a music lesson, the class has been singing a 
piece in the key of C. The teacher now wishes to have 
them sing the same piece in the key of D. Give con- 
cise directions as to how to proceed. 

252. Criticize each of the following questions as intro- 
ductory to a development lesson or an object lesson: (1) 
What do you think I saw on the way to school this morn- 
ing? (2) What do we always find when we come to 
school in the morning? (3) Why do the claws of a dog 
make noise on the floor, while those of a cat do not? 
(4) Who can tell me anything about this (holding the 
object in view)? (5) Is the bill of this bird long or 
short ? 



54 EXAMINATION QUESTIONS IN METHODS 

LICENSE No. 1. 
253. SOHRAB AND RUSTUM. 

L As when some hunter in the spring hath found 

2 A breeding eagle sitting on her nest, 

3 Upon the craggy isle of a hill lake, 

4 And pierced her with an arrow as she rose. 

5 And followed her to find where she fell 

6 Far off; — anon her mate comes winging back 

7 From hunting, and a great way off descries 

8 His huddling young left sole; at that, he checks 

9 His pinion, and with short uneasy sweeps 

10 Circles above his eyry, with loud screams, 

11 Chiding his mate back to her nest; but she 

12 Lies dying, with the arrow in her side, 

13 In some far stony gorge out of his ken, 

14 A heap of fluttering feathers — never more 

15 Shall the lake glass her, flying over it; 

16 Never the black and dripping precipices 

17 Echo her stormy scream as she sails by — 

18 As that poor bird flies home, nor knows his loss, 

19 So Rustum knew not his own loss, but stood 

20 Over his dying son, and knew him not. 

— M. Arnold. 

1. Name four aims to be kept in view in the detailed 
study of the above selection with an eighth-year class. 

(4) 

2. Explain the most difficult point for such a class 
in each of the lines 6, 8, 9 and 11. (4) 

3. Show how to make clear the most difficult point 
in line 15. (4) 

254. State and illustrate briefly the points of a lesson 
intended to teach the following principles of composi- 
tion: 



LICENSE No. 1 55 



**Use the fewest words needed to express the meaning 
intended." (10) 

255. 1. Make a topical outline of the matter to be 
"presented" in a lesson on the Erie Canal. (5) 

2. Describe three ways in which the knowledge 
gained in this lesson may be "applied" by the pupils. (3) 

256. If A, who is 5 feet 8 inches tall, is 6 2/3 per cent 
taller than B, what per cent shorter than A is B? 

1. Solve this problem. (2) 

2. State the most important steps in the solution. (4) 

3. Make and explain a diagram to illustrate the prob- 

lem. (2) 

4. Write an example in profit and loss to illustrate 

the main principles of the above problem. (2) 

257. Tell how a teacher may build up a history lesson 
from the following question asked by a boy in class : 
"What if Burgoyne had won the Battle of Saratoga?" (9) 

258. Describe briefly and illustrate by drawings one 
exercise in constructive work suitable for pupils above 
the fourth year in connection with each of the follow- 
ing subjects: Arithmetic, geography, elementary science. 

259. State and illustrate the characteristics of a good 
presentation of the topic : The growth of the roots of 
Indian com. (4) 



LICENSE No. 1. 

260. Define phonogram. Name eight phonograms 
that are easiest for beginners in reading, and eight that 
are more difficult, giving in each case a reason for your 
classification. 



56 EXAMINATION QUESTIONS IN METHODS 



261. On the theme ''Little Boy Blue/' or some similar 
theme, compose for grade lA a blackboard exercise in 
reading of ten lines, having the following characteristics : 
repetition of new words and phrases, sequence of sen- 
tences, unity of lesson. 

262. State and illustrate three uses or ofifices of the 
infinitive of the verb. Outline and illustrate the steps 
of a lesson designed to teach one use. 

263. What is meant by a model composition? Con- 
struct a model description paragraph such as might ap- 
pear in a composition on the subject, "Examination for 
License No. 1." Outline the steps of a lesson in compo- 
sition of which this paragraph should form a basis. 

264. Give an example of a concrete term, of an ab- 
stract term. Tell how to teach the meaning of each word 
cited. 

265. What is the difference between the sound of "f" 
and the sound of "v" ? Describe the action of the organs 
of articulation in pronouncing *'n" and "ng." 

266. Show how to give children an idea of latitude 
and longitude. Give two uses the teacher should make 
of a knowledge of latitude and longitude in the subse- 
quent teaching of geography. 

267. Find the answer to the following problem : J^ of 
94 is .75 of what number? Show how you would lead 
children to understand each step of the process. 

268. In the 4A grade what should be taught about a 
piece of coal? Indicate a series of lessons and illustrate 
by drawings. 



LICENSE No. 1 57 



LICENSE No. 1. 

^69. The owls were talking to each other. They 
were talking in their native language and laughing at 
each other. Hiawatha heard the hooting of the owls 
and he was afraid. '*What is that?'' he cried in terror 
Nokomis laughed and said: 'That is but the owl and 
the owlet in the pine trees. They are talking to each 
other in their native language. The old owl is scolding, 
and the owlet is laughing at the moon." 

Assuming the italicized words have not occurred pre- 
viously in the reading of the class, how would you lead 
children of the second year of school to pronounce and 
recognize these words, to understand their meaning. 

270. Describe in detail a proper method of correcting 
these habitual faults in pronunciation : "dem" for ''them," 
"wite" for "white." 

271. Treating each word separately, tell how you 
would impress on pupils the spelling of the following 
words : separate, business, benefitted, pronunciation. 

272. Arrange for tabulation on the blackboard synop- 
sis of grammatical phrases with illustrations suitable for 
review lesson in one of the higher grades. 

273. Formulate a series of five examples for a class 
learning long division, and arrange them in order of pro- 
gressive difficulty. Indicate briefly the difficulty to each 
example. 

274. Suppose the children in a third-year class are 
unable to give the product of six times seven, describe 
two ways by which they may be led to reach and remem- 
ber the correct result. 



58 EXAMINATION QUE STIONS IN METHODS 

275. Explain as you would to a fifth year class the 
following: finding by inspection the lowest common de- 
nominator of the following fractions : 5/6, 7/8, 3/4, 2/3. 

276. Illustrate several types of problems in percentage 
by formulating five easy examples. Illustrate the cor- 
rect use of the equation in solving two of the examples 
given. 

277. Describe in outline how to teach the following 
geographical ideas to young children: ''divide/' ''Arctic 
night," "irrigation.'' 

278. In 1764 the British Government established three 
new provinces : Quebec, East Florida and West Florida. 
By the same proclamation which established these prov- 
inces, a line was drawn around the head waters of all 
the rivers of the United States which flow into the At- 
lantic Ocean, and colonists were forbidden to settle to 
the west of it. All the valleys from the Great Lakes to 
Florida and from the proclamation line to the Mississippi 
were set apart for the Indians. 

Having thus provided for the government of the newly 
acquired territory, it became next necessary to provide 
for its defense, for nobody doubted that both France 
and Spain would some day attempt to regain their lost 
possessions. Arrangements were therefore made to bring 
over an army of 10,000 regular troops, scatter them over 
the country from Canada to Florida and maintain them 
partly at the expense of the colonies and partly at the 
expense of the crown. 

The share to be paid by the colonies was to be raised 
by enforcing the old trade and navigation laws by a 



LICENSE No. 1 59 



stamp tax and by a customs duty on sugar and molasses. 

1. Make as for blackboard presentation a topical out- 
line of the above passage. 

2. Arrange in proper order a series of ten questions 
suitable for use in a recitation on the above selection. 

LICENSE No. 1. 

279. Define three principal aims in teaching reading 
to children in the first year of school. Mention three 
difficulties which are met and tell how you would sur- 
mount each difficulty. 

280. Make an outline of a lesson or a series of lessons 
on buds for children in the second or the sixth year of 
school. Illustrate by drawings. 

281. Answer one of the following: 

1. Describe two methods whereby pupils may find 
what per cent one number is of another. State one 
problem involving this case of percentage in profit and 
loss and one in school statistics. 

2. Show how you would elicit from your pupils the 
reason for the rule for reducing a common fraction to 
a decimal. Explain fully how in a low primary class 
you would teach 1/2 + 1/3 = 5/6. 

282. In what ways can the study of geography be 
made to develop imagination, reasoning? 

283. Name two considerations that would guide you 
in selecting words for a spelling lesson. What means 
would you employ for the detection and correction of 
misspelled words in a written spelling lesson? Treating 
each word separately, suggest means of helping pupils 



60 EXAMINATION QUESTIONS IN METHODS 

to avoid the following mistakes in spelling: Medicene, 
benefited, changeing, seperate. 

284. Illustrate the use of induction and deduction in 
teaching the classification of phrases with reference to 
their office. 

285. Choosing five of the following words or affixes, 
explain briefly as you would explain to pupils the pre- 
cise meaning of each. Where a word can be used in 
two senses, as figurative and literal, explain both. Tell 
the approximate age of the pupils you have in mind. 
Breach, latent, incompatible, inexorable, pre-, ovoid. 
Sierra, rectitude, except, -fy, apprehend, granule, in- 
domitable, radicle. 

LICENSE No. 1. 

286. How would you secure ready obedience from 
pupils? What are the characteristics of good discipline 
in a school? 

287. Suggest methods of managing a class recitation 
so as to keep all the class busy or attentive in arithmetic ; 
in geography. 

288. Suggest exercises intended to develop the power 
of the imagination; to develop the memory by use of the 
laws of association; to develop the reasoning power. 

289. What means may be used in the schoolroom to 
develop the child's sense of the beautiful in nature, art 
and human character? Name a subject which you deem 
well adapted for the moral training of pupils. Give 
reasons. 



LICENSE No. 1 61 



290. 

Sweet Teviot ! On thy silver tide 

The glaring bale fires blaze no more; 

No longer steel-clad warriors ride 

Along thy wild and willowed shore. 

Where'er thou windest, by dale or hill, 

All, all is peaceful, all is still. — Scott. 

How would you contrive to lead your pupils to under- 
stand: bale fires, steel-clad, dale and tide, as they occur 
in this passage? What beauties in the wording of it 
would you lead them to feel? How would you use the 
passage to cultivate the imagination? What measures 
might be usefully employed to lead children to read more 
and better books outside of the school ? 

291. What exercises relating to sentence structure 
would you use in preparation for the study of technical 
grammar? Give your method of conducting one such 
exercise. 

292. How would you lead pupils to understand the 
function of bark on trees? Draw as for the blackboard 
a section of the trunk of a living tree. Indicate on the 
drawing the sap wood and explain its importance. 

293. By what process may salt be obtained from 
brine? Make a drawing such as would help a class to 
understand the process. What is the principle involved? 
Give one other commercially important illustration of 
the principle. 

294. What illustration from city administration might 
be used to lead children to understand the fact of human 
interdependence, and the principle of the division of 
labor? 



62 EXAMINATION QUESTIONS IN METHODS 



295. How would you teach the history of a war; for 
example, of our recent war with Spain? 

LICENSE No. 1. 

296. What are the steps of stages in the formation of 
a concept? Mention four cases of imperfection in con- 
cepts. 

297. What means would you employ to lead the 
pupils to understand the meaning of new words? Illus- 
trate by an abstract word, a concrete word, a word hav- 
ing a figurative meaning. 

298. Define interest in the educational sense. How 
may interest in literature, or in history, or in botany, be 
cultivated and made permanent? 

299. Describe briefly an inductive lesson on the term 
"verb," and a deductive lesson on the same subject. State 
with reasons your views as to the use of induction and 
deduction in teaching in the subject of grammar. 

300. State three cases of failure to apperceive. How 
or why does the correlation of studies aid apperception ? 

301. From the psychological point of view, what ad- 
vantage and what disadvantage is there in rote or con- 
cert recitation? To what extent and in what subjects 
would you make use of such an exercise? Give reasons. 

302. Account psychologically for misspelling. De- 
scribe with reasons what you regard as the best method 
of teaching spelling. 

303. Show how the several cases in percentage may 



LICENSE No. 1 63 



be taught as mere multiplication and division. Describe 
the analytical method of teaching percentage. State the 
comparative advantages and disadvantages of the two 
methods. 

304. What should be the aims in teaching geography? 
What is the educational value of this study? 

305. Illustrate from the following passage two im- 
portant principles of emphasis in reading aloud, and tell 
how you would teach correct emphasis : 

Come, come, we must, we must 

Be friends ! Despite my nation just as much 

As please you. We neither of us choose 

Our nation for ourselves. Are we our nation? 

What is a nation? Are then Jew and Christian 

First Jew and Christian, and later, men? 

— Lessing. 

LICENSE No. 1. 

306. 1. Prepare a series of very short simple sentences 
which the pupils are to combine into longer sentences, 
telling the following story: 

One day a greedy dog was carrying home a piece of 
meat. As he crossed a bridge over a quiet brook he 
saw in the water another dag who also had in his mouth 
a piece of meat. The dog on the bridge wanted the 
piece of meat which the other dag had, but when he 
jumped into the water he lost his own piece and had to 
swim shore without any piece at all. 

2. Using other subject matter, give two illustrations 
of synthesis or combination which are suitable as 
models for the pupils to follow in preparing the exer- 



64 EXAMINATION QUESTIONS IN METHODS 

cise mentioned above. State in the form of questions 
two tests which the teacher should lead the pupils to 
apply to the sentences they make. 

207. Show how you would lead pupils to perceive the 
errors in the following sentences and write the four sen- 
tences properly corrected: 

1. I except you would like to go with us. 

2. When you saw me the other day, who did you 
take me to be? 

3. The bridge was provided with a way for pedes- 
trians ten feet wide. 

4. 1 will be obliged if you will lend me your umbrella. 

308. Give ten phonic elements that should be taught 
early in the first year of school. Give three considerations 
governing your choice. Outline in three steps an exer- 
cise on the phonogram "in." 

309. After stating two principtes upon which the 
process of cancellation is based, state how the process 
should be taught. 

310. State how to teach pupils to find the area of a 
rectangle, of an oblique triangle. 

311. On the topic, ''Method of seed dispersal," give 
four points that should be taught ; specimens that should 
be used in giving a lesson in the second or third year 
class. Make sketches. 



CHAPTER II 
Kindergarten ExeLminations 

312. Name, with reasons, three good ways of deal- 
ing with children who do not have the spirit of obedience. 

313. (a) Describe in detail a kindergarten exercise 
in which a group of children work together to make a 
product which one could not have made alone, (b) What 
is the peculiar value of such work? 

314. (a) Of what value to children is gardening? 
(b) Tell briefly what you would deem practicable in 
this matter in a kindergarten in a crowded part of New 
York City. 

315. Show how music in the kindergarten may be 
made a means of expression. 

316. Outline a ''morning talk" about Washington's 
Birthday ; state its aim, and show its relation to the work 
of the day. 

317. Describe an exercise in weaving in the kinder- 
garten, mentioning the aim of the lesson, the materials 
to be used, and the steps in the lesson. Illustrate by 
drawings. 

318. Enumerate three characteristics of a good kin- 
dergarten story. Give the skeleton of a story and show 
how the story illustrates the three characteristics you 
have given. 

319. Name three characteristics in a picture which 
would commend it to you for use in a kindergarten. 

65 



66 EXAMINATION QUESTIONS IN METHODS 



KINDERGARTEN LICENSE, JUNE, 1911. 

320. Outline a morning talk suitable for a day in 
May. Show how the principle of correlation may prop- 
erly be applied with reference to this morning talk. 

321. Outline a progressive series of lessons in color 
discrimination. Give reasons for the arrangement of the 
steps in series. Mention devices suitable for use in such 
lessons, and indicate where they should be used. 

322. Illustrate with reference to some suitable game 
how social interdependence may be taughl:. State duties 
of the teacher, and the part taken by the pupils in the 
game mentioned, and indicate the value of the teacher's 
work therein. 

323. (a) Write the words and music for a simple 
rote song. 

(b) State the steps in properly teaching this song. 

324. (a) Mention three kinds of faults in drawing to 
which kindergarten children are prone. 

(b) Describe how one of these faults mentioned 
should be treated by the teacher. 

325. Referring to the dramatic rendering of a (se- 
lected) story, show how a kindergartner should assist 
children in self-expression. (Specify story.) 

326. In the work of paper-cutting, describe how to 
treat properly a child who appears to be lacking in inven- 
tion. 

327. Mention three devices to bring to quietness h 
class which has become noisy. 



KINDERGARTEN LICENSE 67 



KINDERGARTEN LICENSE, JUNE, 1913. 

328. (a) State the principles underlying the making 
of the kindergarten program. (6) 

(b) Illustrate the proper application of these prin- 
ciples. Suggest two programs. (6) 

329. (a) State the object or objects of opening ex- 
ercises in the kindergarten. (4) 

(b) Describe two types of opening exercises. (6) 

330. (a) Explain the Mother Play of Grass Mowing. 

(6) 
(b) Describe the giving of an exercise on Grass 
Mowing in the kindergarten. (6) 

331. (a) Describe the fourth gift. (8) 

(b) Describe a good method of presenting it. (4) 

(c) Illustrate with an exercise. (3) 

332. (a) Mention, giving reasons in full, a game that 
should not be used in a kindergarten. (4) 

(b) Mention a game that would not be open to the 
same objections and would have the advantages or 
uses of the game objected to. (2) 

333. State three reasons why the visits in homes of 
kindergarten children are valuable. (6) 

KINDERGARTEN LICENSE, MAY, 1910. 

334. Mention three good and three bad color com- 
binations. In what kindergarten activities may good 
judgment as to colors be developed in children? De- 
scribe the means or methods. (8) 

335. Mention two common faults which a teacher is 
apt to run into in making a program for a kindergarten 



68 EXAMINATION QUESTIONS IN METHODS 

session. What considerations should govern in the ar- 
rangement of the program? Give a good typical pro- 
gram for an autumn morning. (8) 

336. Describe how drawing should be taught to kin- 
dergarten children (how to begin, mediums to be used, 
kinds of subjects, motivation). Illustrate by not fewer 
than three drawings the progression in subjects and in 
school. (8) 

337. Mention five classes of kindergarten stories and 
name two stories in each class. For each of three dif- 
ferent types of stories cited, name a kindergarten activity 
in connection with which the story may properly be used. 

(8) 

338. Describe and sketch, in order of progressive dif- 
ficulty, four patterns for mat-weaving. Describe a lesson 
in making a simple basket. Use drawings. (6) 

339. What are the marks or tests of a good morning 
talk? Describe or characterize the most successful morn- 
ing talk you have heard given, and point out the merits 
of it, taking into consideration the entire work of the 
day. (6) 

340. Describe a game which cultivates judgment in 
estimating direction and distance; one which cultivates 
rapidity in dealing with numbers; one which inculcates 
love of animals. (6) 

341. In what ways should a kindergarten seek to pre- 
vent the appearance or spread of contagious disease 
among the children? (4) 

342. What means of keeping order has a kindergarten 
at command? Illustrate the use of two of these means 
in dealing with a troublesome child. (6) 



CHAPTER III 

Assistant to Principal and Head of Department 

Assistant to Principal, ipij 

343. The phonic method of teaching beginners to read 
places at the service of the child, before he knows how 
to use it, an instrument which, under the conditions, will 
defeat the very purpose for which reading is taught. If 
a child is made to believe that pronouncing words is 
reading, he is being deceived. 

344. 1. What is the ^'purpose for which reading is 
taught.^" (3) 

2. Discuss the justice of the above criticism on the 
phonic method and set forth, with reasons, what you 
regard as sound views of the place and time of phonic 
work in primary reading. (8) 

345. What are the English nasal consonant sounds? 
(1) Tell accurately how each is produced by the vocal 
organs. Describe methods or devices for teaching pupil 
the correct productions of each of these sounds. (9) 

346. Criticize, with reasons, the following method of 
dealing with a selection from literature. (10) 

*ln the first place, the meaning of the selection in its 
entirety should be discussed. (It would be well to re- 
quire the learned to write an abstract of the selection.) 
Secondly, the selection should be considered in its parts — 
the characters represented, the historical details, etc. 
But the child's interest in the writer should grow out of 
his admiration for the writing. In the third place the 
selection should be analyzed from a rhetorical and gram- 
matical point of view, (Such complete analysis of a 

69 



70 EXAMINATION QUESTIONS IN METHODS 

piece of literature should be followed by a reconstructive 
act. The selection should now be reread in its entirety.) 
A careful paraphrase may now be required and com- 
pared with the earlier one." 

347. Show how the Missouri Compromise might be 
presented to a class as involving a problem, and how it 
would be presenited if treated merely as narrative. (6) 

Set forth the merits of these two methods of dealing 
with such a topic. (6) 

348. Tell how to make clear to pupils the following 
and give drawings employed: (a) isotherms: (b) winter 
solstice. (10) 

349. 1. Illustrate from elementary geometry what is 
meant by logical definition. (4) 

(2) Illustrate from elementary science or geography 
what is meant by logical division. (4) 

350. Illustrate proper gradation of examples in devel- 
oping the following topics in arithmetic, and point out the 
reasons for your progressions. 

1. Subtraction of integers. 

2. Division of one decimal fraction or mixed num- 
ber by another. (12) 

351. 1. State fully or precisely the rule for reducing 
a common fraction to a decimal. (2) 

2. Upon what fact does this rule depend? (2) 

3. Demonstrate the fact in question by means of a 
diagram dealing with the fraction 4/5. (6) 

352. State with reasons what is the proper way of 
teaching a class to sing accurately fat 6 occurring in an 
exercise in music. (6) 



ASSISTANT TO PRINCIPAL 71 

353. There are places where telling is good teaching. 
Expound this by giving underlying principles, and illus- 
trate it from grammar and geography. (12) 

ASSISTANT TO PRINCIPAL, SEPTEMBER, 1910. 

Methods I. 

354. Give the rule or formula for finding the area of 
a circle. Give and explain objective illustration that 
would make the rule comprehensible to pupils. (6) 

355. Give two meanings of the expression, ^^. Show 
graphically their equivalency. (6) 

356. Show in the form of enumerated steps the proc- 
ess of teaching the division of a decimal by a decimal. 
State fully and precisely the rule for the process. (12) 

357. Invent and solve a problem in each of the fol- 
lowing subjects using a model form of a computation 
suitable for an 8B class. 

1. Longitude and time. 

2. Mensuration of rectangle. 

Point out the particular merits in your form of com- 
putation. 

358. However, I have no good word to say for the 
old fashioned memoriter method, and cheerfully grant 
that the facts are only a means to an end. — B. A. Hins- 
dale. 

1. In the work of a class in history in the sixth 
year, what is the proper place or use of the learning of 
facts? (4) 



72 EXAMINATION QUESTIONS IN METHODS 



2. Show by graphic illustrations three sorts of de- 
vices that may properly be employed as aids to the 
learning of facts. (6) 

3. State three distinct views as to the end of teach- 
ing history. (3) 

4. Describe how history should be taught in the ele- 
mentary school so as to achieve its proper end. (6) 

Methods II. 

359. 1. State five casual relations that may properly 
be developed in treating a specified river in the geog- 
raphy class. (5) 

2. Describe two modes of approaching the study of 
a river. (4) 

360. 1. Give an illustration of ^'generalization" in the 
teaching of a specified topic in geography; of one in 
nature study. (4) 

2. What is the opposite type of reasoning called? 
Illustrate its proper use from the same subjects of in- 
struction. (4) 

361. ''The process of the schools in the past has been 
to use expression (of others, i. e., reading matter) as a 
means of self-expression. The true process in teaching 
reading is exactly the opposite .... Expressing the thought 
of others in their language does not develop our power 
to express our own thought. On the other hand good 
training in self-expression — the expression of our own 
thought in our own language — does develop the power of 
expressing the thought of others in their language. Ex- 
pression is not a true psychological basis for self- 



( 

u 



ASSISTANT TO PRINCIPAL 73 

expression; self-expression is the true psychological 
basis for expression." — James L. Hughes. 

1. Give reasons for accepting or rejecting the last 
sentence quoted. (8) 

2. Set forth a sound method of teaching expressive 
reading. (6) 

362. Illustrate from the subject of grammar what is 
meant by logical division; by logical definition. (6) 

363. How are children best taught to draw natural 
forms, as trees, animals, etc.? Defend your answer by 
a reference to the mental processes involved in such 
drawing. (8) 

ASSISTANT TO PRINCIPAL, SEPTEMBER, 1908. 

364. (a) Describe three exercises which should be 
given primary children before presenting the reading 
book. Give psychological reasons, (b) Give with rea- 
sons specific cautions to be observed in teaching phonics 
to primary children. (4) 

365. Give several ways of teaching the meaning of 
new words to pupils in the 6A grade. Illustrate. 

366. State four characteristic difficulties met in teach- 
ing English to foreigners. Describe a method that will 
meet these difficulties. (4) 

367. Explain what is meant by unitary analysis in 
arithmetic. Illustrate by problem. Solve the problem 
by this and some other method. Discuss proper place of 
each method of solution employed in answering the ques- 
tions. (8) 



74 EXAMINATION QUESTIONS IN METHODS 

368. Show how the process of multiplying numbers, 
involving decimals, may be explained through the funda- 
mental principles of the decimal notation without refer- 
ring to common fractions. (4) 

369. Invent an example finding what part one num- 
ber is of another, each of the numbers being fractional; 
solve the problem ; use a diagram and letter and explain 
the diagram. (4) 

370. Quotation which stated that the important feat- 
ure of teaching history is to have children get the idea 
and thought and not mere words. Illustrate from lesson- 
whole an effective method of accomplishing this end. (8) 

371. Make an outline for the study of the city of Chi- 
cago, or some other city in the United States for a 5B 
class. (8) 



ASSISTANT TO PRINCIPAL, NOVEMBER, 1903. 

373. It has been proposed that in teaching beginners 
to read the teacher should begin by using the following 
sentence : 

''Three little pigs went for a walk." 
Criticize this procedure, giving reasons. (12) 

373. In the course of study in history the same period 
is covered in two or more grades. Explain wherein pro- 
gression in history consists, and show how a specified 
period, which is taught in two or more grades, may l)c 
so treated as to secure progression. (12) 



HEAD OF DEPARTMENT 75 

374. State clearly, in the form of separate proposi- 
tions (as many as you please) the correct method of 
teaching spelling to children in the elementary schools. 

(12) 

375. 1. Describe the correct method of applying 
counting to the several kinds of number- work. (12) 

2. Describe and illustrate a good method of teach- 
ing children to measure in grade lA; tell (1) what 
they should measure, (2) what they should measure 
with, and (3) what motive they should have in meas- 
uring. (12) 

376. Prepare a set of suggestions for a teacher of a 
6B grade on each of the following points : 

1. On securing rapid, accurate work in arithmetic. 

(13) 

2. On avoiding faulty arrangement of subject mat- 
ter in English composition. (12) 

377. 1. Describe and illustrate two ways in which a 
teacher may properly lead the children in grade 3A to 
understand the meaning of new words. (Illustrating, 
use two kinds or types of words.) (12) 

2. State in general what words should be selected 
for such study. (4) 

HEAD OF DEPARTMENT, DECEMBER, 1896. 

City of Brooklyn. 

378. State the substance of a series of lessons for the 
first or second year of school in which nature study, 
drawing, reading, language, and the memorizing of poetry 
will be closely co-ordinated. 



76 EXAMINATION QUESTIONS IN METHODS 

379. How do the organs of speech act in producing 
the following sounds : short e, hard e and h? 

380. Suggest three devices that would serve to secure 
pupils' attention to a story read to them by the teacher. 

381. How would you have children apprehend the 
meaning of an abstract term ? Illustrate. 

382. How would you teach inductively the nature and 
use of the adverb? 

383. State and illustrate the four type-forms of the 
simple sentence, and at least two devices by which you 
would teach them. 

384. If you found the following sentences in a child's 
composition, what corrections would you make? 

1. Entering one of these stores, from the rear win- 
dow we see the turbid waters of the rapids, and be- 
yond a low stone archway crossees the river. 

2. Although he was a philosopher, he had but little 
money, and what he received of his friends he spent 
for books. 

3. The lady principal of the school sheds a benign 
influence on all around, making the school a place of 
eager attraction rather than a task. 

385. How would you teach the nature and measure- 
ment of latitude and longitude? 

386. Give three devices by which you would secure 
rapidity and accuracy in the addition of numbers. 

Explain fully how you would teach objectively the ad- 
dition of 1/2 and 1/3. 

387. Describe the proper position of the body, of the 
paper, and of the pen in vertical writing. 



HEAD OF DEPARTMENT n 

Give three movement drills intended to secure facility 
in writing and state the specific object of each drill. 

388. Name (a) three defects of posture typical of the 
school child, and describe (b) one exercise corrective of 
each defect, no two of the exercises mentioned to call for 
activity of the same part of the body. 

389. What are the chief purposes of each of the fol- 
lowing lines of work in the Course of Form Study and 
Drawing in Primary grades? 

1. Form study. 

2. Modeling and drawing. 

3. Tablet and stick laying. 

4. Folding and cutting. 

HEAD OF DEPARTMENT, DECEMBER, 1895. 

City of Brooklyn. 

390. If your pupils met the word science in a reading 
lesson, how would you have them reach an idea of its 
meaning ? 

391. If your pupils wrote the following sentences, 
what errors would you correct and how would you cor- 
rect them ? 

1. There could be but little doubt as to whom would 
become the victor. 

2. I am anxious for the time when he will talk as 
much nonsense to me as I have to him. 

3. As I never sailed a cat-boat before, I took the 
precaution to reef the sail. 

4. If we investigate the matter, we will ascertain ex- 
actly the cause. . 



7S EXAMINATION QUESTIO NS IN METHODS 

5. Whether the man is honest is uncertain. 

392. Outline the work in reading which you would 
have done during the first year in a primary school, and 
the methods you would employ. 

393. On what principle would you classify the small 
letters? The capitals? What rule of teaching follows 
from your classification? How would you conduct a 
recitation in writing? How would you secure legibility? 
How would you secure rapidity? 

394. Outline typical lessons in arithmetic (a) to find 
half of an even number below 10, (b) to find an even 
number below 10 when its half is given, (c) to teach the 
addition of 3^ and 1^ in a primary grade, (d) to teach 
inch, foot and yard objectively in a primary grade. 

395. Outline a typical lesson for a primary grade on 
the evil effects of alcoholic stimulants. A typical lesson 
on "table manners." A typical lesson on the germination 
of the pea and the bean. 

396. How would you make children understand why 
it is warmer in summer than in winter? Make illustra- 
tive drawings. 

397. For a primary grade, outline a lesson on the 
modeling of a cube. 

398. Make to scale a working drawing of a hollow 
cylinder, indicating all dimensions. 

From memory, make a free-hand sketch of a maple 
leaf. 

399. State (a) three general purposes of having 
physical culture in the class room, and (b) two means 
of attaining each of these objects. 



CHAPTER IV 
Principal in Elementary Schools 

METHODS I, SEPTEMBER, 1913. 

400. Discuss the use of phonetics in teaching reading 
to beginners (stage at which the work should be begun, 
mode of its introduction, value and limitations as an aid 
in reading). (10) 

401. Outline a series of two or three lessons in "Vari- 
ations in the length of daylight and the consequences of 
such variations." Show how your plan of work follows 
out the controlling ideas of the modem teaching of geog- 
raphy. 

402. "The apprehension of a problem is the first 
factor in proper study." 

1. Justify or combat this statement. (3) 

2. Illustrate its application from the subject of ele- 
mentary science or nature study. (4) 

403. Give the geographic background of one of the 
following topics, and show how to organize the subject 
matter and how to stimulate apperception, memory and 
imagination. (8) 

1. The Causes of the French and Indian War. 

2. The Movement of Population in the United 

States. 

3. Spain and the new world. 

79 



80 EXAMINATION QUESTIONS IN METHODS 

404. 1. Prepare a condensation of the following ex- 
cerpt. (5) 

2. Prepare a set of six questions whose answers will 
contain the main points of the passage. (6) 

3. Prepare a question designed to require the pupil 
to look for relevant matter outside of this passage, and 
a question designed to connect the subject with cur- 
rent events. Give the answers to these two questions. 

(4) 
^'Before entering on Jackson's administration, it is 
necessary to call attention to the effect produced on 
our country of the industrial revolution. In the first 
place, it produced two distinct peoples : the one in the 
North and the one in the South. In the North, where 
there were no great plantations, no great farms, and 
where the labor was free, marvellous inventions, dis- 
coveries, and improvements were eagerly seized on and 
used. There cities grew up, manufactures flourished, 
canals were dug, railroads were built and industries of 
every sort established. Some towns were almost en- 
tirely given up to mills and factories. No such towns 
existed in the South. In the South, men lived on plan- 
tations, raised cotton, tobacco and rice, owned slaves, 
built few large towns, cared nothing for internal im- 
provements and established no industries of any sort. 
"This difference of occupation led of course to dif- 
ference of interests and opinions so that on three mat- 
ters the extension of slavery, internal improvement 
and tariff for protection, the North and the South were 
opposed to each other. In the West and Middle States 



PRINCIPALS 81 



these questions were all important, and by a union of 
the two sections under the leadership of Clay, a new 
tariff was passed in 1824, and in the course of the 
next four years $2,300,000 was voted for internal 
improvements. 

"The Virginia legislature (1825) protested against 
internal improvements at government expense, and 
against the tariff. But the North demanded more, and 
in 1827 another tariff bill was prevented from passing 
only by the casting vote of Vice-President Calhoun, 
and now the two sections joined issue. The South in 
memorials, resolutions and protests declared a tariff 
for protection to be unconstitutional, partial and op- 
pressive. The wool-growers and manufacturers of the 
North called a national convention of protectionists 
to meet at Harrisburg, and when Congress met, forced 
through the tariff of 1828. The South answered with 
anti-tariff meetings, addresses, resolutions, with boy- 
cots on the tariff states and with protests from the 

legislatures. Calhoun then came forward as the leader 
of the movement and put forth an argument, known as 
the South Carolina Exposition, in which he urged that 
a convention should meet in South Carolina and decide 
in what manner the tariff acts should be declared null 
and void within the limits of that state.'' 

(Adapted from McMaster's School History of the 

United States.) 



METHODS II, SEPTEMBER, 1913. 
405. Outline an article for a teachers' periodical on 



82 EXAMINATION QUESTIONS IN METHODS 

the subject: "The Heuristic Method." The article is to 
treat the theoretical and the practical aspects of the topic. 
The outline is to consist of a series of propositions such 
as the writer would prepare in a preliminary survey of 
the subject. Do not attempt to elaborate these proposi- 
tions into paragraphs. (10) 

406. Discriminate between inductive and deductive 
process in teaching; between analytic and synthetic proc- 
esses. Illustrate four from the teaching of arithmetic. (8) 

407. Illustrate the use of the algebraic equation in 
three distinct topical divisions of elementary arithmetic. 

(6) 

408. Compose a properly constructed problem and 
give a model solution thereof in each of the following: 

1. Trade Discount, 7B. 

2. Personal accounts, 7A. 

3. Customs and duties, 8A. 

409. Give rule and formula for finding volume of a 
sphere. Give two objective illustrations that would make 
the rule comprehensible to pupils. Show from one of 
the illustrations how the rule is arrived at. (7) 

410. Discuss proper and improper "drill" in arithme- 
tic. Give reason for your views and give illustrations. 

(10) 

PRINCIPALS, SEPTEMBER, 1909. 
For Women. 

411. It is not necessary that a child should be able 



PRINCIPALS 83 



to pronounce correctly, or pronounce at all, at first the 
new words that appear in his Reading, and more than 
that he should spell or write all the new words that he 
hears spoken. If he grasps, approximately, the total 
meaning of the sentence in which the new word stands, 
he has read the sentence — Huey. 

1. Examine this statement critically. (8) 

2. State the place of oral reading and of silent read- 
ing in the first year. (6) 

412. 1. Give ten examples of words frequently mis- 
spelled by uppergrade pupils. (5) 

2. State with illustrations five different devices or 
means of impressing on children's minds the correct 
spelling of words. (5) 

(3) Describe and illustrate a proper method of 
teaching homonyms. (3) 

413. 1. Describe and illustrate three different ways 
in which the meaning and use of words may be taught. 

(3) 

2. From the viewpoint of psychology, comment on 
these methods. (6) 

414. 1. Give reasons for affirming that number is an 
object of sense-perception and give reasons for the con- 
trary view. (4) 

2. Give opinions on this point of three educational 
authorities. (3) 

3. State what you regard as the correct view of the 
concept of number, and show the pedagogical bearing 
of that view by reference to appropriate exercise in 
the first lessons in arithmetic. (4) 



84 EXAMINATION QUESTIONS IN METHODS 

415. 1. Mention the several ideas expressed by a frac- 
tion. (4) 

2. Indicate how to use each of these ideas in teach- 
ing arithmetic. Mention the illustrative material used 
in each case. (6) 

416. Mention a method or device to be used (a) in 
the rapid addition of columns of integers, (b) In find- 
ing L. C. D. of several fractions, (c) In teaching how 
to find volume of sphere. (9) 

417. 1. Show under definite heads the process in- 
volved in studying. (4) 

2. Illustrate from the study of a specified topic in 
history. (4) 

418. Make an outline for the teaching in 8A of 
climate. (8) 

419. 1. Set forth the value of longitude and time as 
a subject of school study. (8) , 

2. Describe a good method of teaching the subject. 

(4) 

420. 1. In what subjects of the elementary school 
couse and in what cases should definitions be learned 
verbatim? Give reasons. (5) 

2. What are the requirements or tests of a logical 
definition? Illustrate from two school subjects. (6) 

PRINCIPALS, 1906. 

421. Distinguish between measurement and counting 
in the presentation or teaching of the four fundamental 
operations. 



PRINCIPALS 85 



Give your views of the relative values of the two 
methods. 

422. Illustrate the place of models in English in the 
third and seventh year respectively, indicating differences 
in subject matter and method. 

423. Name five topics in arithmetic that can be taught 
without giving all the reasons and explain in each case 
what device you would use to justify your action to your 
class. 

424. Discuss and explain some phonic method of 
teaching reading. Name and criticise some text book in 
reading in present use for first year of school. 

425. Show how latitude and longitude should be 
taught in seventh grade, and state what devices you would 
use. 

426. Discuss different ways of teaching the meaning 
of words to seventh year pupils. Illustrate. 

427. Justify the teaching of civics in the elementary 
schools. 

PRINCIPALS. 

428. 1. Regarding a course of lessons in reading, in 
one of the early years of the elementary school, briefly 

indicate, with illustrations, two effective ways of lead- 
ing pupils to understand the meaning of new words. 

(4) 
2. What consideration would guide you in select- 
ing passages to be memorized, and how would you lead 
pupils to commit to memory such passages? (4) 



86 EXAMINATION QUESTIONS IN METHODS 

3. Give four directions such as might be helpful to a 
young teacher, for guiding pupils to read with proper 
expression. (4) 

4. State in detail what manual work you deem it 
profitable to introduce in connection with the study of 
some specified selection. (3) 

429. "Relationship between man and his environment 
in the very soul of geography." 

1. Explain and illustrate the meaning of this state- 
ment. (4) 

2. In the light of the view expressed above, decide 
a method for the study of a river, or of any other topic 
in geography, indicating facts to be observed and ex- 
planations to be given. (8) 

430. 1. Explain fully what is meant by the "formal 
steps of instruction." (5) 

2. State the principles underlying the formal steps. 

(6) 

3. Give your judgment as to the utility of this doc- 
trine. (3) 

431. It has been held that in the teaching of English 
composition the thought and work of the class should be 
directed first to whole compositions, then to the para- 
graphs, then to sentences, then to clauses and phrases, 
and then to single words. 

1. State and either defend or combat the principle 
involved in such a sequence. (4) 

2. Illustrate the application of the same principle to 
other subjects. (4) 

432. 1. Discuss concisely the subject of drill in teach- 



PRINCIPALS 87 



ing, distinguishing excellent and poor ways of drilling. 
Illustrate. (8) 

2. Without touching on points treated in 1, describe, 
with reasons and illustrations, two typical modes of 
effective review in history. (8) 

433. 1. Write directions for teachers about to begin 
with their classes and division of common fractions. 

(4) 

2. Give, in outline, arguments against the **Grube 

Method." (4) 

3. Show briefly how the simple equation may be 
made a part of elementary arithmetic, indicating the 
topics to which it is applicable. 

4. Give reasons for or against the use of cases, 
rules and formulae in teaching percentage. (4) 

434. Answer either 1 or 2. 

1. Give in order the steps to be taken in teaching a 
class of beginners to discriminate colors. Give reasons. 

2. Indicate briefly what work in observation a class 
should be led to do as a preparation for drawing a 
group of objects. 

435. Specify the forms of life which you would en- 
courage your teachers to bring into the schoolroom. 
Specify forms of life which you would consider it de- 
sirable and expedient to keep in a schoolroom. Give 
reasons. 

436. Give succinctly your judgment as to each of the 
following points, very briefly indicating the reasons: 

1. The advantages and disadvantages of vertical pen- 
manship. (3) \ 



88 EXAMINATION QUESTIONS IN METHODS 

2. The proper place of concert recitation. (3) 

3. The point at which the teaching of formal gram- 
mar should be commenced. (3) 

PRINCIPALS, SEPTEMBER, 1904. 

437. "The aim in the 2 A grade should be to cultivate 
(1) distinct articulation; (2) pure tone; (3) the power 
to read new words and to pronounce them correctly.'' 

Describe in order typical exercises appropriate tc 
the accomplishment of these several aims in language 
teaching. (16) 

438. (a) Explain the terms causal-relation, types an 
lesson unity, as implied in the teaching of geograph} 
(b) Describe the application of each principle referre 
to, by illustrations drawn from the teaching of the cli 
mate of Europe to a class in the 5A grade, keeping i: 
mind that the geography of the Western Hemisphere ha: 
been treated in the 4B grade. (16) 

439. "The ratio idea of number should be introducec 
early, and applied to the work with fractions." — D. E. 
Smith. 

1. What is meant by the "ratio idea of number." (5) 

2. By giving two typical problems, illustrate the use 
of the ratio idea in the early teaching of arithmetic. (4) 

3. By giving three typical problems, illustrate its use 
in fractions. (6) 

440. Describe that method of "developing" the multi- 
plication tables which has counting (and measurement) 
for its basis. (12) 



PRINCIPALS 89 



441. Explain three ways of subtracting 587 from 835 
and state briefly the advantages and disadvantages in the 
use of each in the teaching of subtraction. (10) 

442. (a) State briefly the essential features of les- 
sons in oral English to classes of foreign-speaking chil- 
dren, (b) Outline a model lesson for such a class. (15) 

443. Prepare a set of practical suggestions for a 
teacher of history (in the departmental system) who 
complains that her pupils "forget the essential facts. 
^6) 



t> 



PRINCIPALS, SEPTEMBER, 1903. 

, 444. "The type itself is always an object, a particular 

)iing, action, or process ; thing so far as it is a type, it 

i a representative object; it stands for a whole class. 

* * Without confusion, therefore, the type combines 

^.le two fundamental elements of all clear thinking— first, 
tie concrete basis, and, second, the outline or index of a 

j-eneral truth.'* — McMurry, "The Method of the Recita- 
ion. 

1. Give an exposition of the latter statement. (6) 

2. Discuss and illustrate the use of types in (a) 
ethics, (b) in geography. (8) 

445. "This return to the pre-Pestalozzian idea of edu- 
:ation with exercises of counting — but in a much more 
systematic way than any of Pestalozzi's predecessors fol- 
lowed — is the latest phase of instruction in arithmetic 
fwhich has commanded very general attention. But in 
'working out the method in detail, the German writers 



90 EXAMINATION QUESTIONS IN METHODS 

have gone to an extreme, assigning altogether too much 
value to counting, and to counting in a narrow sense, 
mere memory work with the number series without ref- 
erence to real things. * * * It is a great overrating of 
the value of counting. * * * Counting should be the 
servant of number work, not number work the servant 
of counting." — D. E. Smith. 

1. State the arguments in favor of beginning with 
counting, and state the arguments against the system 
of beginning with number pictures. (6) 

2. State clearly, in the form of separate propositions 
or paragraphs (as many as you please), the correct 
method of teaching children to count; the correct 
method of applying counting to the several kinds of 
number- work ; and the dangers and evils to be avoided. 

(9) 

446. Prepare a set for suggestions to a teacher of 
the 7B grade on each of the following points : 

1. Grammatical errors in composition; (5) 

2. Faulty sentence structure; (5) 

3. Deficiency of vocabulary. (5) 

447. "This conception of the free use of the formal 
steps, according to the necessities of the study and of the 
particular topic under treatment, puts the teacher under 
no narrow compulsion, and removes the necessity for 
cramping any lesson in an artificial method-scheme." — 
McMurry. 

Illustrate the "free use of the formal steps" with ref- 
erence to a method- whole in reading. (10) 

448. "The great mass of historical facts * * * are 



PRINCIPALS 91 



found from which no conclusion can be drawn— unorgan- 
izable facts, and therefore facts which can be of no 
service in establishing principles of conduct, which is the 
chief use of facts." — H. Spencer. 

Expound and criticise the statement, showing how 
your conclusions bear on the method of teaching a 
specific topic in English history. (14) 

449. 1. Describe and illustrate a good method of 
teaching the mensuration of the area of a circle. (8) 

2. Give a logical explanation of the process of re- 
ducing a common fraction to a decimal. (8) 

450. Suggest the limitations to be made in the appli- 
cation of each of the following maxims to teaching a 
specified topic: 

1. Never tell a pupil anything which you can lead 
him to tell you. (8) 

3. Processes before rules. (8) 

PRINCIPAL OR HEAD OF DEPARTMENT, 
SEPTEMBER, 1901. 

451. 1. What is meant by distinct articulation in 
speech? (1) 

2. Name and exemplify three kinds of errors fre- 
quently made in articulation. (6) 

3. Give two methods for the correction of faulty 
articulation. (4) 

4. Describe the exercises and drills which you would 
recommend for the correction of each of the kinds of 
errors mentioned. (6) 



92 EXAMINATION QUESTIONS IN METHODS 

452. "Consciously or unconsciously, the pupil will be 
pretty certain to imitate the forms he is accustomed to 
see and hear. * * * Hence the importance of familiarizing 
him with good models." — Joseph Landon. 

Describe an answer involving the imitation of a good 
model in each of the following: 

1. The composition of sentences. (8) 

2. The composition of a paragraph of description. 

(8) 

453. "Where complete 'explanations' are required 
from the pupil, say of (problems in) subjects like the 
division of fractions, the result is usually a lot of memor- 
iter work of no more value than the repetition of a 
string of rules.'' — Adapted from D. E. Smith. 

1. State the advantages of forms of explanation. (6) 

2. State and illustrate how the disadvantages of such 
forms may be overcome or avoided in arithmetical 
analysis. (5) 

3. Illustrate the proper use of a form of explanation 
of the following problem. If ^ of a yard cost one and 
one-half dollars, how many yards may be purchased 
for five dollars ? ( 6 ) 

454. "To give the net product of inquiry, and note 
the processes by which that product was arrived at, is 
inefficient and enervating." — Spencer. 

1. Explain this quotation. (4) 

2. Criticise it. (4) 

3. State three objects to be kept in mind by the 
teacher in a lesson with nature-study for the purpose 
of avoiding the dangers cited by Spencer. (3) 



PRINCIPALS 93 



4. Show how these objects may be attained in a 
lesson on seeds. (6) 

455. State the aims, and define, with reasons, the 
proper scope and limits of the following : 

1. The teaching of home geography (4 + 4). 

2. The making of maps (2 + 2). 

3. Describe the proper use of a text enumerating 
the products of Brazil. (5) 

456. 1. State three aims to be kept in mind in teach- 
ing history. (6) 

2. Illustrate how these aims may be realized in your 
treatment of the topic : The formation of the Consti- 
tution of the United States. (10) 

PRINCIPALS, OCTOBER, 1900. 

457. For the guidance of teachers taking up a new 
subject, as formal grammar, or a new topic, as a poem, 
an author, a tool, a stitch, or a continent, the following 
suggestions have been made : 

1. Begin by bringing up as many related ideas as 
possible. (8) 

2. Initiate the pupils into the new subject or topic 
by leading them as soon as possible to do something, 
abridging preliminary explanations. (8) 

3. Create in the minds of pupils a feeling of need 
for the new knowledge ; do not give the new informa- 
tion until the children have a motive for demanding 
it. (8) _ 

Discuss, with concrete illustrations drawn from sev- 



94 EXAMINATION QUESTIONS IN METHODS 



eral subjects, each of the above suggestions, and point 
out the value and limits of each suggestion. 

458. Illustrate, briefly, the proper use of comparison 
in the study of an animal, a city, a word, and a story, 
giving three rules for the proper conduct of such an ex- 
ercise. (16) 

459. Briefly discuss the following, with reasons for 
your views, and with examples from arithmetic, gram- 
mar, nature study and geography: 

1. *'When you are working without a question in 
your head, you are probably working to little purpose." 

(5) 

2. "The more discussion we get into the lesson, the 

more, as a rule, the class is interested." (5) 

3. "Never place a wrong form before a pupil." (5) 

4. "At the end of the lesson the teacher should re- 
quire a summary of the whole lesson given in the 
pupil's own words." (5) 

460. How may children be made to avoid substituting 
for the sound made by one part of the vocal organs a 
sound made by another part, as "srimp" for "schrimp," 
"dlad" for glad?" Illustrate. (5) 

3. Describe the position of the vocal organs in mak- 
ing the following sounds : long a, Italian a, b, s, as in 
sin, th as in this. (10) 

3. How may the correct spelling of words like medi- 
cine, sacrilegious, be forcibly impressed on the minds 
of the pupils in the upper grades? (5) 

461. On the following passage ask five questions, de- 
signed to bring out the meaning of the whole passage, 



PRINCIPALS 95 



suitable for upper-grade children ; defend your questions. 

(20) 
"* * * but on the 21st of June a decree in chancery 
annulled the charter of Massachusetts. 

*'To appreciate the force of this blow we must pause 
for a moment and consider what it involved. The 
right to the soil of North America had been hitherto 
regarded in England, on the strength of the discoveries 
of the Cabots, as an appurtenance to the crown of 
Henry VII, as something which descended from father 
to son like the palace at Hampton Court or the castle 
at Windsor, but which the sovereign might alienate by 
his voluntary act just as he might sell or give away a 
piece of his royal domain in England. Over this vast 
territory it was doubtful how far parliament was en- 
titled to exercise authority, and the right of English- 
men settled there had theoretically no security save in 
the provision of the various charters by which the 
crown had delegated its authority to individual pro- 
prietors or to private companies. It was thus on the 
charter granted by Charles I to the Company of Massa- 
chusetts Bay that not only the cherished political and 
ecclesiastical institutions of the colony, but even the 
titles of individuals to their lands and houses, were 
supposed to be founded. By the abrogation of the 
charter all rights and immunities that had been based 
upon it were at once swept away, and every root of 
the soil of Massachusetts became the personal property 
of the Stuart king, who might, if he should possess 
the will and the power, turn out all the present occu- 



96 EXAMINATION QUESTIONS IN METHODS 

pants or otherwise deal with them as trespassers." — 
Fiske, Beginnings of New England. 

PRINCIPALS, 1899. 

♦ 

462. In learning by heart there are efficient and in- 
efficient methods, and by making the pupil skillful in the 
best method, the teacher can both interest him and 
abridge the task. The best method is, of course, not to 
hammer in the sentences by mere repetition, but to an- 
alyze them and think. — James. 

Illustrate the method here described by reference to a 
selection. 

463. Discuss the place of the dictionary and the 
method of its use in the elementary school noting pro- 
gress from grade to grade. 

464. Mention the advantages of developing a topic 
in geography or natural science through questions and 
discussion. What are the dangers in such a method and 
how may they be avoided? 

465. Mention four points in the history of the Ameri- 
can Revolution on which you would lay particular stress 
in teaching. Give reasons. 

466. Make a scheme of written language work for 
the third year of school, indicating sources of subject- 
matter, length and frequency of exercise, modes of cor- 
rection and the practical aims to be kept in. 

467. Answer either: 

1. Describe and criticise the "Grube method" of 
teaching arithmetic. 



PRINCIPALS 97 



2. Describe and criticise the "Speer method." 

3. Discuss the place of algebraic methods and con- 
ceptions) and of geometry in the elementary school. 

PRINCIPALS, DECEMBER, 1898. 

468. Describe in outline the conduct of a reading lesson 
in the third or the seventh year of the elementary school, 
giving reasons for each exercise, and indicating practi- 
cable correlations with other subjects. 

469. "When the same reading lesson is given to forty 
children, and each one knows that all the others know it, 
the social element is effectively eliminated. When each 
one has something individual to express, me social stimu- 
lus is an effective motive to acquisition.'' — John Dewey. 

Explain this statement, and suggest means of provid- 
ing the ''effective motive" in question. 

470. (a) What consideration would guide you in the 
selection of subjects for composition? (b) Describe 
method of correcting compositions in the seventh year 
of school, and state its advantages and disadvantages. 

471. (a) What aims should the teacher seek to attain 
in the teaching of penmanship? (b) Briefly describe 
your method of achieving these ends, (c) Describe a 
good method of conducting a recitation in spelling ( cov- 
ering manner of spelling, correction, criticism). What 
are the advantages of the methods you describe? 

473. What is the purpose for which you would re- 
quire pupils (in the highest grade in the elementary 
school) to make outlines in history? What material 



98 EXAMINATION QUESTIONS IN METHODS 

would you lead pupils to put into such an outline ? What 
directions would you give pupils to aid them in making 
outlines ? 

473. At what stage in the course in arithmetic may 
the study of percentage be profitably begun? How may 
the subject of percentage and its applications be abrdged 
or simplified? 

474. 1. Describe two methods of drill in addition. 

2. A tank has two supply pipes, one of which will fill 
it in four hours, the other in five hours. It also has a 
drain pipe which will empty it in six hours. If all these 
pipes are open, how long will it take to fill the tank? 

Show how pupils may be led to solve this problem 
both by arithmetic and by algebra. State under what 
circumstances you would use each method. 

475. State, with reasons, the chief uses of the study 
of grammar. Tell how you would apply grammatical 
analysis in the teaching of other subjects. 

476. (a) What is the "topical method" of teaching 
geography, and what are its advantages? (b) State the 
order in which you would arrange the topics for the 
study of South America. Give reasons, (c) What de- 
vices and aids would you use in this connection? 

477. Give in outline a plan for a lesson or series of 
lessons on the principle "air has weight." Indicate the 
materials, apparatus and experiments to be employed. 

Principals. 

478. Describe and give in a series of steps a good 
phonetic method in teaching reading, with reasons for 



PRINCIPALS 99 



the features presented. Criticise the reading matter in 
an elementary book and mention the book. 

479. Give two exercises in composition involving the 
imitation of a model in the third and seventh school 
years. Give the aim and the dangers of each exercise. 

480. Give means to be brought out by a principal in 
a conference on instruction in the meaning and use of 
words. 

481. Distinguish measuring and counting. Show how 
the four fundamental operations may be derived from 
them. Give the theory involved in each. 

482. Mention five topics in arithmetic which may be 
taught without explanation of the reason. Give the de- 
vice you would use in each case. 

483. How are notions of area and measurement de- 
veloped? Show how the areas of six plane figures may 
be developed from the first, and explain how to find the 
area of each. 

484. In history, show the advantages, use, scope, 
abuse and illustration of the following : story telling, text- 
study, maps, pictures and graphic charts. 

485. In the teaching of latitude and longitude, give 
the points to be covered in the order of their develop- 
ment, the means and devices to be used, and the applica- 
tions to other subjects. 

PRINCIPALS, 1896. 
City of Brooklyn. 

486. What distinct objects should the teacher have 
in mind in teaching reading during the first two years 
in school? 



100 EXAMINATION QUESTIONS IN METHODS 

What methods would you recommend to effect each 
object? 

Give reasons for each statement. 

487. Outline a scheme for language work below the 
sixth year in school. 

488. Outline a scheme for the ''critical reading" of a 
piece of literature. Quote some poetry and indicate the 
questions you would ask in order to lead to the proper 
understanding of it by pupils. 

489. Outline a scheme for the writing and correction 
of compositions during the last two years of the gram- 
mar-school course, and state precisely the objects you 
would have in view. 

490. Outline a scheme of number work for the first 
year in school, giving reasons for each step. A scheme 
for teaching percentage. 

How would you teach objectively the addition of 3^ 
and 1/3? 

491. State the objects of teaching grammar, quoting 
authorities. What limits would you place on parsing and 
analysis? On correction of false syntax? Give reasons 
for your answers. 

492. Present several methods by which pupils may 
be examined in studying the reading matter in a text- 
book in geography. In studying the pictures. 

493. What is the purpose of modeling, in form study 
and drawing? Of paper-cutting? Of construction draw- 
ing? Indicate several ways in which drawing may be co- 
ordinated with other subjects and the purposes which it 
may be made to serve. 



PRINCIPALS 101 



494. Sketch the method by which you would have 
history taught in the last year of the grammar school. 
What use would you make of supplementary reading in 
history during the earlier school years ? 

495. What are the purposes that should be kept in 
view of the teacher in ^'nature study ?'' What rules would 
you lay down for selection of subject matter in "nature 
study?'' What directions would you give as to the pres- 
entation of facts in an object lesson? What plan would 
you recommend a teacher to follow in preparing notes for 
an object lesson? Draw up notes for a model lesson in 
"nature study.'' 

PRINCIPALS, 1895. 
City of Brooklyn. 

496. "For the communication of truth, education has 
at its command scarcely any other means than those 
which the scientist employs for the discovery of truth." 
Explain fully and illustrate. 

497. Describe the means by which you would have 
children reach the meanings of new words. 

498. Describe the most approved methods in giving 
lessons in history, and give your estimate, with reasons, 
of the worth of each method. 

499. How should map-making be employed in the 
teaching of geography? Describe fully the method by 
which you would have children taught to draw maps. 

500. Outline the work you would have children do 
in reading during their first year in the primary school, 
and sketch the methods you would employ. 



102 EXAMINATION QUESTIONS IN METHODS 

501. Outline a method of teaching percentage, and 
give your reasons for each step. 

502. Outline the method by which you would have 
children's compositions written and corrected. 

503. "Those formal studies (grammar, spelling, etc.), 
should not be discontinued, but subordinated to the higher 
study of literature." Criticise this dictum, and show 
how you would put it into execution. 

504. Describe the method by which you would teach 
the drawing of historic ornament and its applicatoin. 

PRINCIPALS, 1891. 
City of Brooklyn. 

Write on the following texts: 

505. The idea of Rosseau that children, instead of 
being punished, should be left to the natural consequences 
of their disobedience has much plausibility. 

Tasks or impositions are the usual punishment of neg- 
lect of lessons, and are also employed for rebelliousness ; 
the pain lies in the intellectual ennui, which is severe to 
those that have no liking for books in any shape. 

Where corporal punishment is kept up, it should be 

at the far end of the list of penalties. — Bain. 

506. So important a part does the recitation, under 
the skillful teacher, play in the school economy, that in 
comparison, as it seems to me, the written examination is 
nowhere ; and I am coming more and more to the opinion 
that a pupil who has acquitted himself with credit in the 
daily recitations should pass on to the next grade un- 



PRINCIPALS 103 



questioned, despite any failure in the stated written ex- 
amination of his class. — Howland. 

507. No principal zealous for the high success can 
neglect the programme of exercises for the several rooms 
of his school. — Howland, 

508. By the very act of promotion the principal has 
decided that the class has satisfactorily completed the 
earlier grade, and should allow no fancied insufficiency 
to stand in the way of an immediate, unconditional ad- 
vance upon the new subject; and no teacher should for 
an instant stop to question the qualifications of the class. 
— Howland. 

509. The examination, too, should be within his (the 
principal's) knowledge and control. I have sometimes 
heard the complaint of principals that "the examination 
had taken him completely by surprise ; that the class had 
gone all to pieces." What real room for surprise ex- 
cept that he had not himself known it sooner? Where 
have been his eyes, his ears, his thought, his untiring 
effort for the last forty weeks? — Howland. 

510. Obedience on the part of pupils must be im- 
mediate and absolute. 

PRINCIPALS. 
City of Brooklyn. 

Write briefly on the following texts: 

511. While there is no material priority as between 
the two subjects of Rational Arithmetic and Grammar 
(which IS rational from its very nature), of the two we 



104 EXAMINATION QUESTIONS IN METHODS 

may pronounce Grammar much the hardest, and requir- 
ing a riper state of the faculties. In point of difficulty, 
would compare Grammar to the commencement of Alge-| 
bra; meaning by Grammar — Analysis of Sentences, the 
Definitions of the Parts of Speech, and the equivalent 
functions of the single word, and the clause. — Bain. 

512. The logical sequence in learning oral language 
is: first, the object; second, the idea; third, the word; 
and therefore, the same order should be followed in 
learning to read written or printed language. — Hughes. 

513. Roughly speaking, then, we may mark off three 
steps in "form study and drawing,'' to which we have 
been slowly brought by the evolution of method; first, 
observation; second, making — clay and paper being the 
materials ; third, drawing in all its forms. 

514. Every rule you teach should be first of all made 
the subject of an oral lesson and demonstration. The 
method of experiment and induction will often enable 
you to arrive at the rule, and show its necessity. One oi 
the first rules in which the difference between a skilled 
teacher and a mere slave of routine becomes apparent, 
is the early rule of subtraction. * * * * There are 
two ways in which, with a little pains, the reason of this 
rule may be made clear even to the youngest class. — 
Fitch. 

515. Word building and analysis — the investigation 
of the parts of words and the separate significations of 
each part — form a most useful exercise. — Fitch. 

516. One essential object contemplated in the study 



PRINCIPALS 105 



of our own language is a knowledge of the meanings of 
its words. — Fitch, 

517. The study of geography ought to begin at home, 
and from a basis of actual personal experience should 
advance to the consideration of other countries and of 
the earth as a whole. — Geikie, 

518. It does not seem possible in the elementary 
schools to do more than to give a brief outline in the 
form of biography, and a sketch of general or American 
history. Interest, however, can be stimulated, and, 
therefore, time saved, by a judicious and moderate use 
even in the lowest grades of original material. ^'History 
must be seen,'' and contemporaneous literature is the 
kodak which the instructor must use if he is to convey a 
vivid, as well as a correct, impression of the past. — 
Lucy M. Salmon. 



CHAPTER V 
License to Teach Ungraded Classes 

Examination in December, 1913- 

519. '* 'Number as quantity' as opposed to 'number 
as enumeration' must be employed with mentally defec- 
tive children." 

1. With this in mind indicate the subject-matter 
which the teacher should present in early lessons in 
number. 

2. Outline a good method of presenting this subject- 
matter. (10) 

520. 1. Give the three steps to be observed in formal 
sense-training. 

2. What determines the sequence to be observed in 
training the several senses. 

3. Illustrate. (9) 

521. To develop the power of "grasp" in a low grade 
child, what types of physical training should be used? 
Outline a good method of accomplishing this. (9) 

522. Give in detail Montessori's (or any other) 
method of teaching children to write. (10) 

The Organ Grinder. 

523. One day a man came down the street. He car- 
ried an organ on his back. He had a bright red cap on 

106 



UNGRADED CLASSES 107 



his head. He led a funny monkey by a long string. The 
monkey wore a red cap, too. The man stopped in front 
of a large house and played his organ. He sang : 
"Boys and girls come and play, 
Jump and run away, away." 
With the above quotation as the subject-matter for a 
lesson, show in detail, as respects (a) preparation, (b) 
presentation, a good method of teaching reading. (16) 

Teacher of Ungraded Classes, May, 1908. 

524. 1. In what respects may the senses of mental 
defectives be trained? (6) 

2. Describe briefly typical exercises designed to 
train each of the senses respectively. (6) 

525. Describe three exercises in physical training par- 
ticularly suited to mental defectives, and indicate the 
value of each exercise. (9) 

526. Give three illustrations of how to make "busy 
work" effective. Indicate clearly with respect to such 
work the duties of the teacher. (9) 

527. Show in detail the way in which *'The Ugly 
Duckling," "The Three Bears," or some other story 
should be taught to a class of middle grade children. (8) 

528. Make a plan for a lesson on the study of ger- 
mination of the bean, indicating the work of the teacher 
and the work of the pupils. (6) 

529. 1. What is meant by muscular co-ordination? 

(4) 
2. In what respects may muscular co-ordination be 
cultivated? (4) 



108 EXAMINATION QUESTIONS IN METHODS 

3. Describe briefly four exercises designed to im- 
prove muscular co-ordination. (4) 

4. Indicate the sequence to be followed in these ex- 
ercises. (4) 

Teacher of Ungraded Classes, October, 1907. 

530. Discuss speech defect in its relation to mental 
defect. (4) 

Describe typical exercises for the cultivation of dis- 
tinct articulation, of pure tone. (6) 

531. Outline an exercise in physical training based on 
the principle of imitation. (4) What value has imita- 
tion work? (6) 

532. (a) Discuss formal sense training as to its scope. 

(4) 

(b) Show how the muscular sense should be trained. 

(4) 

533. 1. Name five kinds or forms of manual training 
that you would use with a class of mentally defective 
children. (2) 

2. Arrange these in a sequence on the basis of the 
degree of motor control found in a given child. (2) 

3. Give reasons for your answer to 2. (6) 

534. How would you treat mind- wandering? Lack 
of initiative; obstructed will? (12) 

535. How should a lesson in subtraction be conducted 
with mentally defective children? (10) 



UNGRADED CLASSES 109 



Inspector of Ungraded Classes, May, 1906. 
Principles and Methods on Instruction, 

536. 1. Classify atypical children and explain your 
classification. 

2. Classify the causes and their condition. 

3. What are the special peculiarities of the Cretin 
and Mongol types? 

4. What are the "stygmata of degeneration." 

5. What are the common "nerve signs'* of mental de- 
fectives? (15) 

537. What treatment is indicated for the several 
classes mentioned in your answer to question 536. 1 ? (15) 

538. Describe five tests for motor control, including 
inhibition and co-ordination, stating the specific purpose 
of each. (15) 

539. 1. What is the effect of doing on thinking? Il- 
lustrate fully. 

2. How should work with defectives differ from 
work with normal children in respect of the prepara- 
tion of objective work? Give reasons. (14) 

540. Sketch the development of self-control in ''dis- 
ciplinary cases," indicating signs of lack of self-control 
and means to secure self-control. (14) 

541. "The teacher often is confronted in the school- 
room with an abnormal type of will, which we may call 
a 'balky will.' * * * Nineteen times out of twenty it 
is best for the teacher to apperceive the case as one of 
neural pathology rather than as one of moral culpability.''' 

— ^James. 



410 EXAMINATION QUESTIONS IN METHODS 



1. Explain the underlined expressions. (6) 

2. What should be the aim or procedure of the 
teacher in such a case? Give reasons. (6) 

542. What should be the specific aims of an inspector 
of ungraded classes? What, in general, are the means 
to be used in accomplishing these aims? (15) 

Teacher of Ungraded Classes. 

543. 1. Describe two kind of speech defects to be 
found in ungraded classes. 

2. Outline a series of exercises for the curative 
treatment of this disease. 

544. Describe the form board and the method of 
using it. 

545. Make a plan for a lesson, the aim of which is to 
lead to the recognition of figure 8. 

546. Describe two exercises designed respectively to 
cultivate motor control in respect of (a) inhibition and 
(b) co-ordination. Give reasons for your choice of ex- 
ercises. 

547. Show how story telling may be successfully used 
for specific moral ends. Specify stories and indicate 
methods. 

548. Give three illustrations of how to make "busy 
work" effective. Indicate clearly with respect to such 
work the duties of .the teacher. 



Part II 



SCHOOL MANAGEMENT 



PART II 

CHAPTER VI 

School Management 

Assistant to Principal in Elementary Schools. Head of 
Department in Elementary Schools 

Examination in September, 1913- 

549. "The amount of moral injury which results from 
constantly demanding less of children than they are 
capable of doing and from keeping them on work that 
has grown stale to them, cannot be estimated." 

1. Comment on this statement. (8) 
« 2. Suggest practical measures designed to minimize 
^ the injury here referred to. (16) 

550. Penmanship in a certain school was assigned 15 
minutes daily throughout the grades. The exercises 
were performed in a half-hearted ineffective manner. The 
pupils were then told that as soon as anyone could write 
a plain, legible hand with fair rapidity, he would be ex- 
cused from further penmanship exercises. A similar plan 
was adapted in spelling. Whenever the individual in- 
stead of the class was made the basis of promotion, the 
results were excellent. 

What is the principle here involved and how far is it 
applicable? (1) plus (9). 

113 



114 QUESTIONS IN SCHOOL MANAGEME NT 

551. The central point in moral education is the de- 
velopment of a sense of responsibility in pupils. 

1. Discuss this position, mentioning other possible 
central points in moral education. (12) 

2. Show how the sense of responsibility may be de- 
veloped in school children. (12) 

552. Formulate a series of directions intended to help 
young teachers who have trouble in keeping order. (16) 

553. What "first aid*' measures should be employed 
in case of fainting? (6) 

554. Children used to write with their sides toward 
the desk, the right arm wholly and the left partly sup- 
ported by it. 

Criticize this position and describe the correct posi- 
tion, giving reasons. (8) 

555. Explain briefly the meaning of the following 
terms, and indicate their significance for an assistant to 
principal. (12) 

1. Chorea. 

2. "The Group System." 

3. Stigmata of Degeneration. 

4. The Binet Tests. 

Assistant to Principal, 1910. 

556. Prepare an organized scheme showing the chief 
points, not less than ten in number, which an assistant 
should have in mind in observing and judging the work 
of a teacher in reading in lA. (10) 



ASSISTANT TO PRINCIPAL 115 

557. 1. Describe the simple signs or tests of the fol- 
lowing: fatigue, sight defects, defective hearing. (9) 

2. Describe the proper procedure of an assistant to 
principal in dealing with a case of a pupil having de- 
fective sight. (6) 

558. Describe the proper treatment of a stammerer 
(the case being one that may be properly treated in 
school). (10) 

559. Outline briefly the means whereby an assistant 
to principal may bring up the standards of a school in 
the matter of a sense of responsibility in pupils. (16) 

560. Taking each of two of the following topics in 
turn, write a paragraph of not more than fifteen lines 
regarding it, including principles, methods, and sugges- 
tions. (16) 

1. Relation between self-control and (a) bodily 
health, and (b) mental efficiency. 

2. Treatment of children of exceptional capacity. 

3. Treatment of children below average capacity, but 
not defective. 

561. Suppose a pupil has committed a wrong act, 
knowing it to be wrong. 

1. Trace the psychological stages through which he 
must pass in righting himself. 

2. Indicate the teacher's part in the process. (20) 

562. **This, then, is the inexpugnable objection to the 
ethical instruction of children; the end which should be 
sought is performance, not knowledge, and we cannot 



1 16 QUESTIONS IN SCHOOL MANAGEMENT 

by supplying the latter induce the former." — George Her- 
bert Palmer. 

Discuss this in relation to the work of the teacher. 

(13) 
Assistant to Principal, 1908. 

563. 1. State the principles underlying an ideal sys- 
tem of promoting in the elementary schools. (4) 

2. Describe a practical system by which pupils in 
the lower grades of a New York City elementary school 
may be promoted as fast as ability permits. (4) 

3. Defend the system described. 

564. Mention four games suitable to be played by first 
year children at recess and describe the method of play- 
ing two of these, indicating the part taken by the teacher. 

(4) 

565. If the spirit and practice of dishonesty (cheat- 
ing and stealing) has become rife in school, describe 
how the principal or assistant to principal may deal effec- 
tively with it. (6) 

566. "That point of education which consists in teach- 
ing the mind to control its desires and inclinations is the 
most important of all." — Youmans. 

1. Explain the meaning of control. (2) 
2 Describe the means to such an end which may be 
properly employed in elementary schools. (6) 

567. Explain the meaning of the following terms* 
(a) plenum vacuum; (b) point of fatigue; (c) moral 
imbecile; (d) artificial incentive. 

568. Describe the proper adjustment of seats and 
d^sks. (5) 



HEAD OF DEPARTMENT 117 

Assistant to Principal. 

569. State with reasons, under what circumstances, 
if any, the following actions should be permitted to 
pupils : 

1. Talking during work. 

2. Leaving the room. 

3. Moving about the room. 

4. Copying. (8) 

570. State the directions which an assistant to prin- 
cipal should give to a new teacher, to guide the latter in 
forming a correct estimate of a pupil's effort and pro- 
gress. (14) 

571. Describe how a social spirit in the class-room 
may properly be cultivated. (15) 

572. Describe a good treatment for each of the fol- 
lowing : tardiness, diffidence, excess of animal spirits, bad 
manners. (16) 

573. State what you would look for in judging of 
the suitability of the first text book in geography and 
of a text book in history for the eighth year. (12) 

574. Describe a good method of treating a child who 
is dull in arithmetic, lacking in concentration, and weak 
in control of muscles. (15) 

575. Describe what hygienic precautions should be 
taken in school to prevent the pupils catching cold. (8) 

Assistant to Principal. 

576. ''Nine times out of ten willful disobedience 
should be construed as neural pathology rather than as 
moral culpability/' 



118 QUESTIONS IN SCHOOL MANAGEMENT 

1. Explain the underscored words. 

2. State your opinion of this view from James. 

577. (a) State five ways of judging ability of a 
teacher of German; (b) of a teacher of cooking. 

578. State in general your method of dealing with a 
stubborn boy. 

579. Give four methods of grading a school accord- 
ing to present educational views. 

580. State what hygienic precautions should be taken 
in school to prevent the pupils catching cold. 

Head of Department. 
City of Brooklyn, December, 1896. 

581. Explain how a child should be measured to ascer- 
tain the height of the seat and of the desk suitable to his 
stature. 

582. State the rule of the Board with regard to 
recesses and with regard to sending pupils from the class- 
room. 

583. State the rule of the Board with regard to pun- 
ishments, with regard to the expulsion of a pupil, and 
with regard to the treatment of a case of truancy. 

584. State the rules of the Board with regard to 
examinations and promotions. 

585. State the rules of the Board with regard to open- 
ing exercises and the time at which teachers should reach 
the school building. 

586. State the rule of the Board with regard to the 
admission of pupils, with regard to dropping their names 



HEAD OF DEPARTMENT 119 

from the school register, and with regard to their trans- 
fer to other schools. 

587. Explain the difference between the direct and 
the indirect system of heating employed in the Brooklyn 
schools. 

What means would you employ to cool a room that 
had become overheated in cold weather? Give reasons 
for your answer. 

What precautions would you take in opening windows 
during physical culture exercises in cold weather? 

588. Make out a day's programme for one of the pri- 
mary grades and give reasons for your distribution of 
subjects and of time. 

589. Give three mistakes into which teachers are apt 
to fall with regard to discipline, and state the method by 
which you would strive to correct each mistake. 

590. What instructions would you give teachers with 
regard to forming monthly estimates of their pupils' 
progress ? 

Head of Department, 1891. 
City of Brooklyn. 

591. Give two methods for gaining and holding the 
attention of pupils during a recitation. Assign your rea- 
sons. Mention three mistakes that teachers frequently 
make in trying to secure attention. 

592. State three principles that underlie all good 
school government. Define technical terms. 



120 QUESTIONS IN SCHOOL MANAGEMENT 



« 



593. Describe the method of ventilating class-rooms 
in use in Brooklyn schools, and tell how the apparatus 
should be operated. 

594. From what direction should light enter a class 
room? Why? What part of the windows should be 
shaded? Why? 

595. State what you regard as the context of the term 
supervision" as applied to school work. 

596. Give an outline of the rules governing the pro- 
motion of pupils. 

597. Give an outline of the rules with regard to the 
punishment of pupils. With regard to the discipline of 
teachers. 



Head of Department. 

598. What are the advantages and the disadvantages 
of class instruction as distinct from individual instruc- 
tion? How may the disadvantages be avoided or over- 
come? 

599. What advice would you give to a teacher who 
complains that her pupils are disrespectful? to one who 
reports that her pocketbook has been stolen by some one 
(to her unknown) in the class? 

600. How may pupils be advantageously employed 
as monitors? What are the proper limitations on their 
employment as such? 



HEAD OF DEPARTMENT 121 

601. Describe concisely an ideal classrcMDm, as to its 
construction, equipment and decoration. 

602. What are the characteristics of good govern- 
ment of children by a teacher? 

603. The ideal to be secured in class reciting is that 
all the pupils fuse with the teacher in an unbroken effort 
to grasp the problem under consideration. — Arnold Tomp- 
kins. 

What conditions are essential to this unity in the reci- 
tation? 

Head of Department. 
City of Brooklyn. 

604. For what purpose would you give a model lesson ? 
Describe your procedure in giving model lessons. 

605. What means would you employ to have the prop- 
erty of the school properly cared for? 

606. How would you deal with a teacher who showed 
a disposition to be insubordinate? 

607. In the school in which you were last engaged 
as a class teacher what methods of supervision of your 
work were employed by the supervising officer? 

608. Were you ever discharged from a position or re- 
quested to resign? 

609. Have charges ever been made against you by a 
school authority? 

610. Have you ever been a defendant in a public 
prosecution? 



CHAPTER VII 

Principals in Elementary Schools. 
Examination in September, 1913- 

I. Years Age 

in school. 9 10 11 12 13 14 15 16 



3 












1 




4 


21 


4 






1 






5 


3 24 


42 


17 


3 


1 


1 




6 


2 


36 


45 


21 


4 






7 




8 


24 


30 


6 




1 


8 






8 


19 


15 


3 


2 


9 








3 


10 


4 




10 












6 


1 



611. The above chart represents the condition exist- 
ing in the sixth year classes of a certain system of 
schools. The course covers nine years, including a "con- 
necting grade." 

1. What can you say of children represented by the 
figures (a) on the right-hand side of the vertical line? 
(b) below the heavy horizontal line? (c) in each of 
the four quarters? (6) 

2. What difference exists between "over age" and 
"retardation." Is a repeater necessarily a laggard? (6) 

3. What practical measures are indicated for the 
children in the lower right-hand quarter of the chart? 

(6) 

122 



PRINCIPALS 123 



612. Assume throughout a large school a very high 
percentage of non-promotions from Grade lA in a given 
term. 

1. Give some indication as to how to find the cause 
(i. e., data you would collate, etc.) (8) 

2. What, according to the best available data, are the 
probable causes? (4) 

3. Suggest remedies according to the several prob- 
able causes. (8) 

613. "Any scheme of pupil government requires the 
expense of a large amount of supervisory energy by prin- 
cipal and teachers; the chief, if not the sole, practical 
income from such a scheme is a monitorial supervision of 
the school territory outside the classroom. Question, 
Does the income exceed the expense ?" — Perry. 

Discuss this position. (12) 

614. Give some account of the present movement 
toward measuring accurately the results of instruction by 
standardized tests, describing and criticizing the Courtis 
and the Binet tests. (15) 

615. "To develop control of the feelings and emotions 
is an important direction of will culture." Outline the 
course of such development, indicating basic principles. 

(15) 

616. Explain briefly the meaning of the following 
terms and indicate their significance for the school prin- 
cipal (or assistant to principal). (20) 

1. Minus distance. 

2. Scoliosis. 

3. Physiological Age. 



m 

124 QUESTIONS IN SCHOOL MANAGEMENT 

4. Vocational adjustment. 

5. Cretinism. 

Principals in Elementary Schools, 1909. 

For Women. 

617. Discuss the advantages and disadvantages of 
group work in reference to the following : 

1. Reading — Grade 5 A. 

2. Penmanship — Grade 3A. 

In the discussion assume that the class contains forty 
pupils and that the teacher has no assistant; also indi- 
cate the "seat work" or "busy work" of the group or 
groups not reciting. (20) 

618. Make a topical outline of an article on School 
Punishments. The outline should show your develop- 
ment of the topic; it should state the principles promul- 
gated; and it should mention the practical bearings and 
the limitations of these principles. (20) 

619. Name the supplementary activities which may 
advantageously be organized in a city elementary school. 
State the advantages and describe briefly the organiza- 
tion of each activity assuming any given set of condi- 
tions. (15) 

620. 1. State explicitly the several duties of a prin- 
cipal with respect to the prevention or avoidance of per- 
sonal accidents to teachers or pupils and the treatment 
of remediable physical defects. (10) 

2. State explicitly the duties of a principal upon the 
occurrence of a personal accident. Cite an actual in- 
stance known to you. (5) 



PRINCIPALS 125 



621. Briefly characterize several types of inefficient 
teachers and state the observable marks of each type. 
Describe a method of dealing with each type. (15) 

622. Taking each of three of the following topics in 
turn, condense into a paragraph of about 10 lines the chief 
practical points (i. e. principles, methods, suggestions 
that you would make regarding it. (15) 

1. Cretins. 

2. School decoration. 

3. Stubbornness of girls. 

4. Parents' meetings. 

Principal in Elementary Schools, 1906. 

623. Describe four actual or proposed systems or 
properly grading elementary schools (6) and state the 
specific merit claimed for each system and the objections 
for it. (6) 

624. Describe two systems designed to bring about 
self government of pupils. (6) Criticise with reasons 
each system. (8) 

625. Describe under three heads, school organization, 
subjects of instruction, discipline, proper treatment of 
backward children. 

626. 1. State the physiological conditions of fatigue. 

(4) 

2. Describe four signs of fatigue. (4) 

3. State four ways of prevention or relieving fatigue. 



126 QUESTIONS IN SCHOOL MANAGEMENT 

627. Discuss the question of home study in the ele- 
mentary school, including the Principars duty in regard 
to that study. 

628. What considerations should guide a Principal in 
judging the work of (a) Teacher of German (5), (b) 
Teacher of Cooking. (5) 

629. The teacher often is confronted in the school 
room with an abnormal type of will. Nineteen times out 
of twenty it is best for the teacher to apperceive the case 
as one of neural pathology rather than as one of moral 
culpability. (Condensed from James.) 

1. Explain the italicized expression. 

2. Criticise the statement. 

3. Tell with reasons what should be the aim and the 
procedure of the teacher in a specific case. 

630. The syllabus for history and civics for grade 5B 
calls for the provisions of the compulsory education law 
and the duties of citizenship regarding it. 

1. What chief points should be presented in carry- 
ing out this work? 

2. How may Principal act in this matter? 

Principal in Elementary Schools. 

631. Explain, with reference to two subjects, the 
means to be used by a principal to discover the progress 
made during the term (a) by a class (5) ; (b) by an 
individual pupil (4) ; (c) describe some objectionable 
tests of progress, and give reasons why they are objec- 
tionable. (5) . 



PRINCIPALS 127 



632. 1. What does adequate supervision of a teacher's 
work by a principal include? (4) 

2. In what ways may a principal make his super- 
vision effective. (6) 

3. Describe four common faults in supervision, and 
tell why they are faults. (4) 

633. '^Remember that the perfection of government 
is to effect the maximum result with the minimum * * * 
of machinery." — Fitch. 

Discuss this maxim, 

1, describing, with reasons, the proper scope of me- 
chanical or formal means in school management; and 

2, stating, with reasons, the cases in which mechan- 
ical means should be avoided. (14) 

634. "It may be reasonably expected that all the in- 
tellectual work of the school shall be so managed as not 
to interfere with the physical well-being of the child." 

1. State what is meant by the above. (4) 

2. How would you attain this end in practice? (10) 

635. 1. State the ends to be subserved by a proper 
grading of pupils. 

2. Describe plans for attaining these ends. Give 
reasons. (10) 

636. Describe five types of wilful or repeated school 
offences. Show how the system of 'natural punishment" 
can be effectively applied in each case, or if in your 
judgment this system is not applicable, describe what 
course you would take in the several premises. Give 
reasons. (15) 



128 QUESTIONS IN SCHOOL MANAGEMENT 

637. Suggest practical measures for raising in a school 
the standards of 

1, personal cleanliness; 

2, care of property ; 

3, courtesy; 

4, truthfulness. (14) 

Principal in Elementary Schools^ 1914. 

For Women. 

638. A certain teacher took no interest in teaching 
arithmetic and manual training, in which subjects the 
work of the class was poor; she produced fine results in 
English and singing; the work in other subjects was 
passable; she seemed to make no efforts to take advan- 
tage of suggestions for improvement, being apparently 
indifferent to advice ; her influence for good on the moral 
character of her pupils was remarkable. On a scale of 
A, excellent; B+, very good; B, good; C, poor; D, 
worthless, what rating would you give her at the end of 
the first year of service? 

If she were retained for a second year, how would you 
treat the case? Give reasons. (15) 

639. If an assistant to principal were assigned to su- 
pervising the teachers of the first three years of work, 
what are the points you would take into consideration 
in estimating the efficiency of her service. 

1. As to teaching. 

3. As to discipline. (16) 

640. State four causes of lack of "esprit de corps" 
in a class ; in a school. 



PRINCIPALS 129 



State one distinctly appropriate means of improve- 
ment for each of these causes. (12) 

641. Describe two systems of grading and promoting 
pupils intended to advance them as rapidly as application, 
ability and attainment will admit. Point out the weak 
and strong points of each system. (14) 

642. Describe measures for promoting the safety of 
pupils in case of fire. (12) 

1. As regards the equipment or material side of the 
school. 

2. The organization or work of the principal and 
teachers. 

643. 1. State four defects in the personality of some 
young teachers which lead to disorder in a class. 

2. Treating each defect separately prepare for such 
a teacher a set of suggestions designed to remedy de- 
fects mentioned. (16) 

644. Describe three abnormal conditions of pupils. 
State distinctly appropriate treatment for each condition. 

(15) 

Principal in Elementary Schools, 1903. 

645. 'The teacher should actually secure the co- 
operation of a child in the formation of right habits." 

1. Describe how to apply properly this principle to 
each of two appropriate cases. (7) 

2. State the limitations of the application of the prin- 
ciple. Illustrate. (7) 



130 QUESTIONS IN SCHOOL MANAGEMENT 

646. Prepate, as if to teach, a set of suggestions on 
how to teach children to study, with references to each 
of the following subjects: arithmetic, history. (14) 

647. 1. State the characteristics of good kindergarten 
teaching. (6) 

2. Make a plan for departmental work in the four 
classes of the 7th and 8th years (with one class to a 
grade, and one teacher to each of the four classes), 
using the accompanying time schedule. (10) 

648. 1. Classify into at least three groups children 
mentally defective, and state the characteristics of each 
group. (9) 

2. Describe a good method of treating in school one 
type of mentally defective children. (9) 

649. State the considerations that should govern the 
adjustment and assignment of seats in a class room. (6) 

650. State, in regard to English and geography, how 
a principal should form a perfect estimate of a pupil's 
fitness for promotion in the seventh year. Give reasons. 

(12) 

Principal in Elementary Schools, 1901. 

651. Give, with reasons, five directions to guide teach- 
ers in the assignment of lessons for home study. (10) 

652. State, with reasons for their employment, the 
methods that should be used in dealing with (a) a sullen 
pupil, (b) a noisy pupil. (12) 

653. 1. Describe three types of "defective" pupils. 

(6) 



t 



PRINCIPALS 131 



2. State, with reasons, the methods to be used for 
the treatment of each type described. (9) 

654. State the causes and the remedies of each of 
the following: (a) truancy, (b) frequent recurrence of 
dishonesty in a class room, (c) lack of social spirit. (15) 

655. 1. Describe the system of promoting in use of 
your school, and point out its advantages and its de- 
fects. (4) 

2. Describe and criticize two other systems of pro- 
moting pupils. (6) 

3. State, with reasons, to what extent a deficiency in 
one or two subjects should enter into the considera- 
tion of a pupil's claim to promotion. (15) 

656. Describe, with the aid of drawings, an efficient 
system of heating and ventilating a school room. (10) 

657. 1. Discuss the value of parents' meetings. (6) 

2. State how the meetings may be conducted so as 
to be made profitable, stating in detail the objects to 
be kept in view and the dangers to be avoided. (7) 

Principal in Elementary Schools, 1900. 

658. Describe the physical conditions and equipment 
of a schoolroom designed to have the maximum of com- 
fort and efficiency. (15) 

659. In a graded class system the pupils are classified 
according to their proficiency in one subject, or in two 
subjects, or according to their average standing in all 
subjects; in the departmental system there is a separate 



132 QUESTIONS IN SCHOOL MANAGEMENT 



classification of pupils in each subject. Discuss the ques- 
tion of classification in elementary schools, stating the 
advantages and the disadvantages of the several methods 
of classification. (20) 

660. 1, Describe a plan for the ordering, distribution, 
and care of supplies in a school so as to secure efficiency 
of equipment with economy. (8) 

2. Describe in full how you would provide for the 
orderly entrance and dismissal of the pupils of a 
school. (7) 

661. State the advantages and the disadvantages of 
a routine or automatic system of punishments in school. 

(7) 

662. Discuss the means of enlisting the feelings and 
the services of the pupils in a class on the side of order 
and discipline. (15) 

663. 1. Mention four means by which you would seek 
to arrive at a judgment regarding a teacher's work dur- 
ing term. (8) 

2. By what means would you endeavor to correct 
faults in methods of teaching? Illustrate by reference 
to four specific faults and the proper means of cor- 
recting each fault. (12) 

Principal in Elementary Schools, 1899. 

664. What are the advantages and the disadvantages 
of class instruction as distinct from individual instruc- 
tion. How may the disadvantages be avoided or over- 
come? 

665. What advice would you give 



PRINCIPALS 133 



1, to a teacher who complains that her pupils are 
disrespectful ; 

2, to one who reports that her pocket-book has been 
stolen by some pupil (to her unknown) in the class? 

666. How may pupils be advantageously employed 
as monitors? What are the proper limitations on their 
employment as such? 

667. Describe concisely an ideal classroom as to its 
construction, equipment, and decoration. 

668. What are the characteristic features of good 
government of children by a teacher? 

669. "The ideal to be secured in the class reciting is, 
that all pupils fuse with the teacher in an unbroken effort 
to grasp the problem under consideration." — Arnold 
Tompkins. 

What conditions are essential to this unity in the reci- 
tation or lesson? 

Principal in Elementary Schools, 1898. 

670. What is the value in home lessons? What 
should be the limit and hours ? Discuss such lessons for 
second and seventh grades. Give reasons. 

671. State clearly Spencer's theory of punishment. 
Discuss it. 

672. 1. By what method may a principal estimate a 
teacher's work? (6) 

2. By what means may a principal improve an un- 
successful teacher's work. 
673 Mention five common faults in class teaching. 



134 QUESTIONS IN SCHOOL MANAGEMENT 

stating effects of each. How may such faults be reme- 
died? 

674. Give rules for making a program. Give reasons. 
Make a program for two days for sixth grade. 

675. Discuss ventilation and heating, and give scien- 
tific principles upon which each is based. What consid- 
erations should obtain in heating a classroom? 

676. (a) To what extent should methods be uniform? 
Why? (b) How would you treat a teacher with a hobby? 

677. How would you secure five school virtues? 

678. Discuss promotion in elementary grades. 

679. There is a bashful boy in school, who stammers 
badly when asked to recite. If he fails, he is sulky; he 
bites his finger nails, and whispers to the boy behind. In 
the afternoon he stays out of school. What are the prob- 
able causes of such conditions? How would you treat 
such a child? 

ft 

Principal in Elementary Schools, 1896. 

City of Brooklyn. 

680. What are the qualities you would look for in 
seeking to determine the character of a lesson in draw- 
ing ? In physical culture ? 

681. Describe a good method of conducting a recita- 
tion in (a) written arithmetic, (b) oral arithmetic, (c) 
reading. State in each case the specific object in view 
in giving the lesson described. 

682. By what means would you arrive at an official 



PRINCIPALS 13S 



estimate of a teacher's work for a term in (a) instruc- 
tion, (b) discipline? 

683. State the classes of cases, if any, in which you 
think corporal punishment should be employed, and give 
your reasons. Lay down rules for the administration of 
corporal punishment. 

684. State and examine Herbert Spencer's theory of 
discipline. 

685. State precisely how you would measure a pupil 
to determine the heights of the seat and desk suitable to 
his stature. 

686. State precisely how much you would test chil- 
dren's sight and hearing. 

687. Describe the measures you would employ to in- 
crease the efficiency of a corps of teachers. 

688. Describe an effective means of ventilating a 
school building, giving the scientific reasons for each 
advice. 

Principal in Elementary Schools, 1895. 
City of Brooklyn. 

689. Write on the heating, ventilating, and lighting of 
schoolrooms. 

690. Write on the furnishing of schoolrooms, and the 
proper seating of pupils. 

691. Write on the proper employment of study 
periods in school, and the assignment of home lessons. 



136 QUESTIONS IN SCHOOL MANAGEMENT 



692. Write on the principles that should underiie the 
making of a class programme. 

693. Describe and illustrate the rules that should 
govern the art of questioning. 

694. What rules would you lay down in order to 
secure attention on the part of pupils? 

695. "There are at least seven results or virtues which 
are secured by every good school, and these afford oc- 
casions for the training of the will." Explain and illus- 
trate. 

Principal in Elementary Schools, 1891. 
City of Brooklyn. 

Write on the following texts: 

696. The idea of Rosseau that children, instead of 
being punished, should be left to the natural consequences 
of their disobedience has much plausibility. 

* * * 

Tasks or impositions are the usual punishment of neg- 
lect of lessons, and are also employed for rebelliousness ; 
the pain lies in the intellectual ennui, which is severe to 
those that have no liking for books in any shape. 

♦ * * 

Where corporal punishment is kept up, it should be 
at the far end of the list of penalties. — Bain. 

697. So important a part does the recitation, under 
the skillful teacher, play in the school economy, that in 
comparison, as it seems to me, the written examination 
is nowhere; and I am coming more and more to the 



PRINCIPALS 137 



opinion that a pupil who has acquitted himself with credit 
in the daily recitations should pass on to the next grade 
unquestioned, despite any failure in the stated written 
examination of his class. — Rowland. 

698. No principal zealous for the highest success can 
neglect the programme of exercises for the several rooms 
of his school. — Howland. 

699. By the very act of promotion the principal has 
decided that the class has satisfactorily completed the 
earlier grade, and should allow no fancied insufficiency 
to stand in the way of an immediate, unconditional ad- 
vance upon the new subject; and no teacher should for 
an instant stop to question the qualifications of the class. — 
Howland. 

700. The examination, too, should be within his (the 
principal's) knowledge and control. I have sometimes 
heard the complaint of principals that ''the examination 
had taken him completely by surprise ; that the class had 
gone all to pieces." What real room for surprise ex- 
cept that he had not himself known it sooner? Where 
have been his eyes, his ears, his thought, his untiring 
effort for the last forty weeks ? — Howland. 

701. Obedience on the part of pupils must be immedi- 
ate and absolute. 



Principal in Elementary Schools. 

702. State at least four ends that are attained through 
skilled school management. Illustrate. 



138 QUESTIONS IN SCHOOL MANAGEMENT 

703. What conditions are essential to the health and 
material well-being of a school ? Explain. 

704. What elements of strength in a teacher qualify 
him to conduct a class efficiently? 

705. Classify the duties of a principal with respect to 
his relations to pupils, teachers, school officers and par- 
ents. 

706. Briefly summarize the essential points respecting 
class management. 

707. Write your views on any one of the following 
subjects: 

1. A well-appointed school. 

3. Home study and school study by Grammar grade 
pupils. 

3. How can a principal best communicate his ideas 
and wishes to his teachers and secure their most cordial 
co-operation ? 

4. Outline a plan for a series of teachers' meetings 
designed to facilitate systematic school organization and 
management, and to promote a professional spirit. 



CHAPTER VIII 

Principal of Truant School 
Principal of Evening School 
Training School Certificate 

For Principal in Truant School, 1902. 

708. Name three apparent or alleged causes of tru- 
ancy. Along what lines should a principal of an ele- 
mentary school work to deal effectively with cases of the 
three sorts mentioned by you. (9) 

709. Define punishment. What is its chief purpose. 
Illustrate effective punishment. State, with reasons, 
what kind of punishment would likely fail in its purpose. 

(8) 

710. Prescribe treatment for all of the following : dis- 
obedience, sullenness, lack of personal cleanliness. (6) 

711. Name two motives for good conduct, to which 
appeal may effectively be made in a truant school; and 
two to which, as a rule, appeal should not be made. Il- 
lustrate appeal of each kind of motive mentioned. (8) 

712. Name, and describe briefly, five out-door games 
suitable for the boys of a truant school, with reasons for 
the value of each. (10) 

713. Give the orders whereby sixty boys in line, ready 
to march in single file, can be arranged for marching four 
abreast. (4) ^ 

139 



1^^ EVENING SCHOOL 

714. Describe your ideal of a teacher in a truant 
school. (6) 



Principal of Evening School. 

715. What is interest in the educational sense? What 
is its function in school work? 

716. Describe three ways in which a teacher in even- 
ing school can arouse and maintain an interest in school 
work on the part of pupils who are not used to study 
and who are not easily interested in study. Illustrate. 

717. State two principles on which a teacher may 
rely in order that what he teaches may not be forgotten 
by his pupils. Illustrate from the teaching of English. 

718. Name three subjects in which objective work is 
necessary in order to secure efficient teaching and indi- 
cate the nature of the work in each case. Give reasons. 

719. Describe two means a principal may employ to 
secure the regular attendance of evening school pupils. 

720. Describe two ways of securing the co-operation 
of teachers in raising the standards of teaching in an 
evening school. 

721. What is the function of questions in teaching? 
Name three marks of a good question. Illustrate. 

722. Name three peculiar advantages under which 
evening school pupils labor. How may these disadvan- 
tages be minimized? 



PRINCIPALS 141 



Principal of Evening High School. 

723. State five advantages and five disadvantages of 
natural punishment (discipline of consequences). Ex- 
plain and illustrate three other approved means of disci- 
pline. 

724. Define apperception and perception. State the 
external and internal conditions of apperception, and 
state causes of defective apperception. 

725. Upon what conditions is reproduction by the 
memory dependent ? Illustrate. 

726. Describe three faulty methods or practices in the 
teaching of English composition, and three in the teach- 
ing of science. Indicate remedies or substitutes for the 
faulty methods you have mentioned. 

727. State what you regard as the five most impor- 
tant points upon which a teacher's work (aside from class 
control) should be estimated. By what means may a 
principal inform himself as to a teacher's efficiency in 
these respects? 

728. Explain the following : instruction, reasoning by 
analogy, leading question, inductive process, voluntary 
attention. 

Training School Certificate, 1909. 

729. When a new pupil enters school, what factors 
should be considered in determining the grade to which 

'he is assigned? If the pupil's grade is not easily deter- 
mined, what caution should the teacher observe? 



142 EVENING SCHOOL 

730. Make a daily school program for a fifth grade, 
showing the time assigned for study and for recitation. 

731. Outline a plan designed to secure the co- 
operation of pupils in protecting school property from 
injury. 

732. Discuss the subject of lighting a school room, 
considering the following features : (a) ratio of window 
space to floor space, (b) arrangement of seats (c) posi- 
tion of windows. 

733. Explain how the ventilation of a school room 
may be effected in one of the following cases : (a) when 
it is heated by a hot air furnace, (b) when it ^*s heated 
by a stove. 



Announcements 



McEVOY PEDAGOGICAL SERIES 

1. Epitome of History and Principles of 

Education \.. fl.OO 

2. Methods in Education, third edition.. 1.50, 

J 

3. Science of Education, second edition.. 2.00 

4. Answers in Methods of Teaching, third 

edition, 1915 \ 2.00 

5. Answers in Methods in Arithmetic, sec- v 

ond edition 2.00 

6. Answers in School Management, -sec- 

ond edition, 1915 2.00 

7. Answers in History and Principles of \/ 

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School Management 1.00 

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Principles of Education 1.00 



McEVOY'S EPITOME OF HISTORY AND 
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367 pages, $1.00 

This book was prepared to help students overcome dif- 
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and fixing the limits of chapters or epochs. It is a guide 
to clear concepts, not a short cut for lazy people. 
Sample Page from Epitome 

John Amos Comenius (1592-1670,) 

296. Moravian. Born at Moravia, Bohemia; a member 

of Moravian Brethren. 

297. Observer. Disgusted with schools and methods of 

his time. 

298. Author of Textbooks. 

a. Orbis Pictus, the first illustrated textbook. 

b. Gate of Tongues Unlocked : eight thou- 

sand Latin words associated with things. 
A method of teaching. 

c. Great Didactic. Principles of teaching. 

299. Organizer of an Educational System. The school 

system in four periods of six years each. 

1. Infancy, mother school, one to six. 

2. Boyhood, national school, six to twelve. 

3. Adolescence, gymnasium or Latin school, twelve 

to eighteen. 

4. Youths, university, eighteen to twenty- four. 

300. Originator of Principles and Methods of Teach- 

ing. See Great Didactic 
L According to nature. 

2. Present everything through the senses. 

3. Simple to complex, near to remote, easy to dif- 

ficult, from known to related unknown, to teach 
from things and not about things. 

4. Make learning pleasant by selection of material, 

by adaptation, by illustration. 

5. Eliminate all that is useless. Learn to do by do- 

ing. 

6. One language at a time and each language 

learned by conversation and application to 
things. 

T. J. McEVOY, 6 Third Avenue, Brooklyn, N. Y. 



McEvoy's Methods in Education 
Third Edition, 433 pages, $1.50 

40,000 Copies Sold 



Used in 19 university courses. 

Used in 31 training classes. 

After three failures, your book made me pass 
License No. 1. — A Voice from Queens. 

If all copies were lost, I could reproduce that 
book. I mastered it, and I passed for principal's 
license. — A Teacher in New York. 

Make your students keep themselves down to 
Methods in Education. It contains everything they 
need. — A Student in the McEvoy School. 

N. B. She passed the examinations for license 
as assistant to principal. 

Your book is too clear in thought and arrange- 
ment; it makes success easy for lazy students.— A 
University Professor. 

CONTENTS 

CHAPTER PAGE 

I. Introduction: Scope of this Book 3 

II. The Curriculum 5 

IIL Supt Maxwell on the Course of Study 15 

IV« Principles of Education 35 

V. Methods in School Economy 45 

VL Methods in School Management 50 

VH. Methods of Teaching 76 

VIII. General Method 98 

IX. Spelling 110 

X. Composition 140 

XI. Grammar 159 

XII. Geography 201 

XIII. History and Civics 257 

XIV. Reading 279 

XV. Arithmetic 316 

XVI. One Hundred Review Questions 427 

T. J. McEVOY, 6 Third Avenue, Brooklyn, N, Y. 



McEVOY'S SCIENCE OF EDUCATION 

Second Edition, 327 pages, $2.00 



Organization of knowledge is the aim of this 
book. Students speak about the science of educa- 
tion but few of them are able to classify the facts 
acquired from various sources. This text-book 
brings together the essentials of psychology, princi- 
ples of education and methods of teaching, and in- 
terprets those essentials in relation to education as 
a unified process. Used in training classes, normal 
schools, university courses in pedagogy, and priv- 
ate preparation for examinations. 

CONTENTS 

CHAPTER PAGE 

I. The Meaning of Education 3 

II. Aspects of Education 20 

IIL The Course of Study 36 

IV. Methods of Teaching 49 

Vh General Method 54 

VL Principles of Education , 63 

VII. Instinct and Habit 86 

VIII. Definitions in Psychology 98 

IX. Adolescence 105 

X. Meaning Terms 120 

XL Special Problems in Education 130 

XII. School Administration 148 

XIII. Approved Answers 180 

XIV. Questions and Typical Answers 194 

XV. Sets of Questions Without Answers 310 

XVI. Question for Written Answers 314 

Index 323 



T. J. McEVOY 

6 THIRD AVENUE, BROOKLYN, N. Y. 



ANSWERS IN METHODS OF TEACHING 

Third Edition, $2.00 net. 



Thoughtful students use answers as types in the 
process of apperception. This use impUes clear- 
ness, breadth, balance, accuracy, and also pleasing 
expression. These merits are not found in books 
of the old style, — mere, crusty answers; the new 
pedagogy requires all that the term education 
connotes. 

The first edition was in stencil form, anjd it gave 
the composite work of two thousand teachers. The 
second edition was printed but was not for public 
sale. The second edition represented the thought of 
another thousand successful students. The third 
edition, representing the cumulative experience of 
four thousand thoughtful teachers, will be ready in 
December, 1914, or early in 1915. 

The scope of these answers includes all exam- 
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6 THIRD AVENUE, BROOKLYN, N. Y. 



ANSWERS IN METHODS IN ARITHMETIC 

Second Edition, 1913. $2.00 



This book was published in July, 1913. It covers 
all the essentials in all of the professional exam- 
inations for teachers' licenses in New York from 
1897 to 1913. It is interesting in itself because it 
gives the viewpoint of essentials in arithmetic in 
the largest school system in America. It shows not 
only what is required to be known by teachers but 
also what methods of presentation are considered 
valid. The requirements are for the following 
licenses : 

License No. 1 in elementary schools. 
Promotion license in elementary schools. 
Assistant to principal in elementary schools. 
Principal in elementary schools. 

The proof for the second edition was read by 
three of the ablest mathematicians in the world. 
Their views are sound; and the pedagogical ap- 
plication is sound, if we may judge by the success 
of teachers who used this material. 



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6 THIRD AVENUE, BROOKLYN, N. Y. 



Answers in School Management 

Second Edition, 1915, $2.00 



Similar to Answers in Methods 
of Teaching in aim and scope. No 
farther justification needed. 



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« THIRD AVENUE, BROOKLYN, N. Y. 



EXAMINATION QUESTIONS IN ENGUSH 
FOR LICENSES TO TEACH IN NEW YORK CITY 

Third Edition, Septemlber, 1914. $1.00 net 



This book was compiled for the use of co- 
workers who believed that scholarly equipment 
embodied a view of the whole field of English in 
this school system. The first edition was intended 
primarily for candidates for license to teach Eng- 
lish in the high schools in New York, but that edi- 
tion and the second edition soon found wider 
scope as drill, review and test books in high schools, 
normal schools and colleges. This third edition 
will be welcomed by all who desire a convenient 
guide to the standards upheld by the Board of Ex- 
aminers. It contains 577 questions. 

CONTENTS 

CHAPTER PAGE 

I. Academic Examination for License No. 1.... 1 

II. English for Substitute License No. 1 7 

III. License No. 1 for Elementary Schools 10 

IV,. Promotion License in Elementary Schools... 39 

V^ Stenography and Typewriting 53 

VI. Evening School Examinations 61 

VII. High School Examinations 7^ 

VIII. Elocution in High Schools 103 

IX. High School Clerkship 108 

X. First Assistant in High Schools 112 

XL Principal in Elementary Schools 124 



T. J. McEVOY 

6 THIRD AVENUE, BROOKLYN, N. Y. 



New York City Examination Questions 

IN 

HISTORY AND PRINCIPLES OF EDUCATION 

Third Edition, September, 1914. $1.00 net 



Fifteen years^ questions in all 
examinations having history of 
education, principles of educa^ 
tion, or science of education. 



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6 THIRD AVENUE, BROOKLYN, N. Y. 



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McEVOY SCHOOL OF PEDAGOGY 



Founded in 1900 to help teachers pass the ex- 
aminations for licenses to teach in the City of 
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brains, industry and character. 

Correspondence courses are the distinctive mode 
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The scope of our work includes all licenses to 
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L. Our students earned first place on eligible lists for 
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also made the highest percentage of class success among 
fourteen classes in this city. 

4. Our students for license as Principal earned first 
place and four out of the first nine places in the last ex- 
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5. The McEvoy School of Pedagogy had five times as 
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list exceeds 5100. 

REFERENCE 

Inquire in any public school in New York or ask any 
recognized educator in the United States. 

McEVOY SCHOOL, 6 Third Ave., Brooklyn, N.T. 



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